DIPLOMA IN SECONDARY TEACHER EDUCATION

PHYSICS

CURRICULUM DESIGN

Kenya Institute of Curriculum Development July 2022

 REPUBLIC OF KENYA

MINISTRY OF EDUCATION

DIPLOMA IN SECONDARY TEACHER EDUCATION (DSTE)

PHYSICS
CURRICULUM DESIGN

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

2022

First Published in 2022

All rights reserved. No part of this document may be reproduced, stored in a retrieval system or transcribed, in any form or by any means, electronic, mechanical,
photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by Kenya Institute of Curriculum Development

FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for education, training and research meet the aspirations of the Kenya Constitution, 2010
and the Kenya Vision 2030. In relation to this, the Ministry of Education (MoE) seeks to ensure that policy documents developed are consistent with the international
education commitments and other conventions to which Kenya is a signatory. The Competency Based Curriculum (CBC) at Junior and Senior Secondary level calls
for development of transformative and reflective teachers who can identify and utilise existing opportunities to implement curricula in different learning contexts.
This, in turn, has implications on Pre-service Secondary Teacher Education (PSTE).
To respond to this challenge, the Ministry of Education has developed the Diploma in Secondary Teacher Education curriculum designs to enable the student teachers
achieve higher levels of professional and practical competencies required to implement the reformed curriculum at the Junior and Senior Secondary school level. The
MoE appreciates that the Diploma in Secondary Teacher Education (DSTE) course has been developed with insights from research findings, particularly the Needs
Assessment for Teacher Education, international benchmarking and sufficient stakeholder engagement. These insights have resulted in the conceptualization and
design of a Pre-service Secondary Teacher Education (PSTE) programme which aims to produce a competent teacher committed to nurturing every learner's
potential for sustainable development.
The curriculum designs have been developed through a consultative process that involved all relevant stakeholders: Curriculum Developers from the Kenya Institute
of Curriculum Development (KICD), University Lecturers, tutors from Diploma Teacher Training Colleges (DTTCs), officers from the Kenya National Examinations
Council (KNEC), Teachers Service Commission (TSC), Directorate of Teacher Education (MoE) and the Directorate of Quality Assurance and Standards at MoE
among others. It is important to note that the curriculum designs provide a link between the National Goals of Education, the Level Learning Outcomes for DSTE,
subject general learning outcomes and the specific learning outcomes for each learning area. There are also a variety of suggested learning experiences, assessment
and resources amongst other critical components. Implementers of the DSTE course will need to ensure that this link is upheld consistently to fulfil the vision of
producing a professional, reflective and ethical teacher.
It is my expectation that the DSTE curriculum designs will serve as valuable reference materials to teacher educators and guide in effective implementation of the Pre-
service Secondary Teacher Education(PSTE) Course.

PROF. GEORGE A. O. MAGOHA, EGH

CABINET SECRETARY
MINISTRY OF EDUCATION

iv
PREFACE
The Sessional Paper No. I of 2019, Towards Realizing Quality, Relevant and Inclusive Education and Training for Sustainable Development, is the policy framework
for the Education Sector that seeks to actualise the tenets of the Kenya Vision 2030. The social strategy for achieving Vision 2030 reiterates the need to invest in the
people of Kenya, and prioritizes modernisation of teacher training as a key component. The Ministry of Education (MoE) recognises that ensuring a vital human
resource for quality teaching is the foundation of any successful education system. The Sessional Paper explains the shift from a Content - Focused Curriculum for
Basic Education to a Competency Based Curriculum (CBC). This has necessitated the change in the Teacher Education Curriculum to align it with the aspirations of
the nation.

To enable teachers to effectively fulfil their expected leading roles in curriculum implementation, there is need for adequate preparation during pre-service training in
professionalism, content, pedagogy and desirable values. Consistent with the CBC, the KICD has developed a Teacher Education Curriculum Framework (TECF)
which emphasises the need to adopt a Competency Based Teacher Education (CBTE). Consequently, the curriculum designs for the Diploma in Secondary Teacher
Education (DSTE) have provided for professional and common courses to enable the trainees acquire the pre-requisite competences to effectively discharge their duty
as teachers. This will enable them to support learners in Junior and Senior Secondary to develop the competencies necessary to realise the vision and mission of the
CBC as captured in the Basic Education Curriculum Framework (KICD, 2017).

Micro Teaching and Practicum have been given prominence in order to enhance experiential learning with support from experienced teachers as mentors. Therefore,
MoE is convinced that the DSTE curriculum designs will facilitate production of competent teachers thus help Kenya become a middle-income industrialized nation
as per the key tenets of the Constitution 2010, the National Goals of Education and the Kenya Vision 2030
It is my hope that the Teacher Training Colleges will adhere to the guidelines in the designs to ensure efficiency and consistency in the implementation of the Pre-
service Secondary Teacher Education Course in Kenya.

DR. JULIUS O. JWAN, MBS

PRINCIPAL SECRETARY
STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION

v
ACKNOWLEDGEMENT

The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2018) mandates the Institute to develop curricula and curriculum support
materials for basic and tertiary education except the university. The curriculum development process for any level involves thorough research, international
benchmarking and robust stakeholder engagement.

Through this systematic and consultative process, the KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum
Framework (BECF), that responds to the demands of the 21st Century and the aspirations captured in the Kenya Constitution 2010, and the Kenya Vision 2030, East
African Commission Protocol and the United Nations Sustainable Development Goals. Accordingly, the development of the Curriculum Designs for the Diploma in
Secondary Teacher Education (DSTE) takes cognisance of the tenets of CBTE, key among them being the need to ensure student teachers get opportunities to
comprehensively engage with the learners’ content, the interactive pedagogies and socially acceptable values that would nurture every learner’s potential. Therefore, a
key feature of the curriculum design for each subject is the integration of content with pedagogy and provisions for experiential learning through sufficient time for
Micro – Teaching and the Practicum.

I wish to acknowledge the KICD curriculum developers and other staff, all teachers and educators who took part as panelists, the Semi-Autonomous Government
Agencies (SAGAs) and representatives of various stakeholders for their various roles in the development of the Teacher Education curriculum designs.

I give special thanks to the Cabinet Secretary – Ministry of Education, the Principal Secretary – State Department of Early Learning and Basic Education, the
Secretary Teachers Service Commission (TSC) and the Chief Executive Officer of the Kenya National Examinations Council (KNEC) for their support in the
process.

Finally, I am very grateful to the KICD Council for very consistent guidance in the process. I assure all student teachers, teacher educators and other stakeholders that
these Curriculum Designs will effectively guide the implementation of the DSTE and lead to the graduation of competent teachers who shall successfully implement
the CBC in Kenya and internationally.

PROF. CHARLES O. ONG’ONDO, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

vi
TABLE OF CONTENTS

FOREWORD ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………. iv
PREFACE …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… v
ACKNOWLEDGEMENT ………………………………………………………………………………………………………………………………………………………………………………………………………………………. vi
INTRODUCTION
.........................................................................................................................................................................................................................................viii
REGULATIONS FOR THE DIPLOMA IN SECONDARY TEACHER EDUCATION (DSTE) ....................................................................................................................................3
LEVEL LEARNING OUTCOMES ....................................................................................................................................................................................................................8

vii
INTRODUCTION
The development of the curriculum for Diploma in Secondary Teacher Education (DSTE) is a critical milestone in the implementation of Competency Based
Curriculum (CBC) in Kenya. The curriculum designs have been developed to prepare the student teacher to be able to effectively guide the learners at the Secondary
level of Basic Education.
It is envisaged that the teacher educator will guide the teacher trainee appropriately to embrace the shift from the Objective-Based to the Competency Based
Curriculum which is hinged on use of learner-centred methodologies for realisation of the expected outcomes. In addition, the emphasis on formative assessment to
facilitate learning should be underscored as the basis for determining learner aptitude and performance. Other key aspects that have been introduced include structured
micro-teaching, a longer period for the practicum and the introduction of specific Professional learning areas that ensure congruence with the CBC’s vision, mission,
pillars and guiding principles as enshrined in the Basic Education Curriculum Framework (KICD, 2017).
The DSTE curriculum seeks to mould a teacher who become a facilitator in the learning process taking into consideration the different abilities and learning styles of
individual target learners. The curriculum has been designed with emphasis on experiential and reflective learning to develop appropriate pedagogical content
knowledge; hence the emphasis on integrated content and pedagogy for the student teachers while undergoing training. This is to ensure that the teacher trainee is
given adequate time to practice how to facilitate learning of the different strands prescribed in the curriculum designs.
The Curriculum Designs for the Diploma in Secondary Teacher Education (DSTE) are packaged according to subjects or learning areas of training as follows:

viii
Professional Learning areas

1. Educational Psychology
2. Curriculum Studies
3. Educational Resources
4. ICT Integration in Education
5. Educational Assessment
6. Research and Communication Skills
7. Inclusive Education
8. Educational Leadership and Management

Integrated Content and Pedagogy Learning areas

9. Sociological and Philosophical Foundations of Education

10. Historical and Comparative Foundations of Education
11. Micro Teaching
12. Community Service Learning (CSL)
13. Practicum

Page | ix
LANGUAGES
1. English
2. Kiswahili
3. Foreign Languages: French/ Arabic/German/ Mandarin (Chinese) and KSL
4. Indigenous Languages
PURE SCIENCES
5. Mathematics
6. Chemistry
7. Physics
8. Biology
9. Integrated Science
APPLIED SCIENCES
10. Agriculture
11. Health, Foods and Nutrition
12. Home Science
13. Health Education
14. Home and Hospitality Management
15. Computer Science
HUMANITIES
16. Religious Education: CRE/IRE/HRE
17. Social Studies
18. Business Studies
19. History and citizenship
20. Geography
21. Life skills Education(LSE)
ARTS AND SPORTS SCIENCE
22. Sports Science
23. Physical Education(PE)
24. Applied Art
25. Visual Arts
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26. Fine Art
27. Music and Dance
28. Performing Arts
29. Theatre and Film

TECHNICAL ENGINEERING AND CAREER AND TECHNICAL STUDIES (TE AND CTS)
30. Wood Technology
31. Building Construction
32. Welding and Fabrication
33. Electrical Technology
34. Electrical Installation
35. Aviation Technology
36. Leatherwork
37. Hairdressing and Beauty Therapy
38. Power Mechanics Technology
39. Pre -Technical Studies
40. Fashion Design & Interior Decor
41. Metal Technology
42. Textile Design Technology
43. Mechatronics
44. Media Technology

Page 2 of 134
REGULATIONS FOR THE DIPLOMA IN SECONDARY TEACHER EDUCATION (DSTE)
ENTRY REQUIREMENTS
The entry requirements for the Diploma in Secondary Teacher Education (DSTE) shall be a Mean Grade of C +(Plus) in the Kenya Certificate of Secondary
Education examination (KCSE) or its equivalent (as equated by the Kenya National Examinations Council (KNEC). The Candidates with Special Needs could be
admitted with C – (Minus) Grade in KCSE or its equivalent for the respective Diplomas.

DURATION OF TRAINING
The duration for the Diploma in Secondary Teacher Education (DSTE) shall be 2940 Hours for THREE years.

SUBJECTS OFFERED
The trainee undertaking the Diploma in Secondary Teacher Education (DSTE) shall take TWO core teaching subjects and a COMMON subject. Life Skills
Education(LSE) and Physical Education are COMPULSORY subjects, the core teaching subjects shall PREFERABLY be drawn from those taught at
senior school. ALL teacher trainees shall also take 12 Professional learning areas/ subjects.

MICRO-TEACHING AND PRACTICUM

Micro Teaching shall be undertaken as a learning area set to prepare teacher trainee for pedagogical content knowledge which they are expected to learn from term 1
of their training. It is also a pre-requisite for the micro teaching in term seven and subsequent Practicum. A design for it has therefore been developed. There shall be
two (2) school term practicum sessions for which guidelines shall be developed.
AWARD OF DIPLOMA
To be awarded the Diploma in Secondary Teacher Education, the candidate must achieve the following:
i) Complete the required hours for coursework and pass the stipulated assessment as directed by the Kenya National Examinations Council (KNEC).
ii) Complete the required hours for the Practicum and pass the stipulated assessment as directed by the Kenya National Examinations Council (KNEC).

Note: If the student fails to meet the requirements for award of the Diploma in Secondary Teacher Education he/she will be allowed to repeat the specific component
or learning area in which they did not perform well.

GRADING
The Diploma in Secondary Teacher Education (DSTE) shall be graded as stipulated by the Kenya National Examinations Council (KNEC).

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 1: SUGGESTED TIME DISTRIBUTION FOR PROFESSIONAL LEARNING AREAS
SUBJECT TERM TERM TERM TERM TERM TERM Sub TERM 7 TERM TERM TOTAL
1 2 3 4 5 6 Total Micro 8 9 FOR COURSE
Teaching
-
Subject 300Hrs
Practical 300Hrs
s

PROFESSIONAL LEARNING
AREAS PROFESSIONAL
1. Educational Psychology 10 10 10 10 20 60 LEARNING
2. Curriculum Studies 30 20 20 20 90 AREAS
3. Educational Resources 10 10 10 30 (480 Hours)
4. ICT Integration in Education 10 10 10 30
5. Educational Assessment 10 10 10 30
6. Research and Communication 10 10 10 30
Skills
7. Inclusive Education 10 10 10 30
8. Educational Leadership and 20 10 30
Management
9. Sociological and 10 10 10 30
Philosophical Foundations of
Education
10. Historical and Comparative 10 10 10 30
Foundations of Education
11 Community Service Learning 10 10 10 20 10 60
12. Micro Teaching 30 30
SUB TOTAL 130Hrs 110Hrs 110Hrs 90Hrs 40Hrs 0 Hrs 480Hrs

Page 4 of 134
 TABLE 2: SUGGESTED TIME DISTRIBUTION FOR CONTENT + PEDAGOGY (SUBJECTS)
CONTENT + PEDAGOGY (SUBJECTS)

SUBJECT TERM TERM TERM TERM TERM TERM SUB TERM 7 TERM 8 TERM 9 TOTAL
1 2 3 4 5 6 TOTAL Micro FOR
Teaching COURSE
-
Subject
Practical
s
1. Life Skills Education(LSE) 20 20 20 20 20 20 120 40
2. Physical Education 60 60 60 60 80 40 360 65
3. Common Subjects 60 60 60 60 70 50 360 65
4.. 1st Teaching Subject 40 50 50 60 70 90 360 65
5. 2nd Teaching Subject 40 50 50 60 70 90 360 65
SUB TOTAL 220 240 240 260 310 290 1560
Hrs Hrs Hrs Hrs Hrs Hrs Hrs
TOTAL 350 350 350 350 350 290 2040 300 300 300 2940 HRS

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NATIONAL GOALS OF EDUCATION

Education in Kenya should:

i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It
is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect
which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.

ii) Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern
economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is
building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological
changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge,
skills and attitudes that will prepare our young people for these changing global trends.

iii) Promote individual development and self-fulfilment

Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and
abilities. A vital aspect of individual development is the building of character.

iv) Promote sound moral and religious values.

Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up
into self-disciplined, self-reliant and integrated citizens.
v) Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all.
It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical
environment.
Page 6 of 134
vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to
blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.

vii) Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the
youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership
entails.

viii. Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It
should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy
environment.

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LEVEL LEARNING OUTCOMES
By the end of the Course the Teacher Trainee should be able to:
1. Use knowledge, skills and attitudes acquired to promote acquisition of competencies in various subject areas for effective curriculum delivery.
2. Model appropriate behaviour and values for secondary school learners to emulate for development of good citizenship
3. Communicate and collaborate effectively with learners, peers, parents and the community to create a conducive learning environment.
4. Use appropriate pedagogical approaches to facilitate learning for secondary school learners in and out of the classroom
5. Apply inclusive practices to support all secondary school learners including those with disabilities and special educational needs
6. Employ ICT skills in the learning process to enhance digital literacy
7. Employ appropriate assessment approaches to promote effective learning
8. Nurture learner’s potential and talents for appropriate placement and transition for further education and into the world of work.
9. Develop environmental conservation skills in secondary school learners to promote education for sustainable development
10. Create/Develop innovative and effective solutions to identified challenges in the teaching and learning process
11. Integrate pertinent and contemporary issues in learning to enable learners cope with challenges in day-to-day life
12. Integrate pertinent and contemporary issues in learning to enable learners cope with challenges in day-to-day life

SUMMARY OF TIME ALLOCATION

Page 8 of 134
YEAR STRAND SUB STRAND TIME (HOURS)
1. 1.0. Physics Methods 1.1 Introduction to Physics 7

1.2 Physics Learning Resources 9

2.0 Mechanics I 2.1 Measurements 8

2.2 Pressure in Solids and Fluids 13

2.3 Floating and Sinking 10

2.4 Linear Motion 12

2.5 Circular Motion 10

2.6 Projectile Motion 11

3.0 Electricity and Magnetism I 3.1 Direct Current 10

3.2 Mains Electricity 12

4.0 Electronics I 4.1 Semiconductors:- P-N Junction Diodes 11

5.0 Modern Physics I 5.1 Photoelectric Effect 13

6.0 Environmental Physics and Astrophysics I 6.1 Atmosphere and Radiation 12

6.2 Physics of Wind Formation 12

2 7.0 Mechanics 7.1 Fluid Dynamics 8

7.2 Simple Harmonic Motion 12

7.3 Mechanical Properties of Materials 10

7.4 Energy, Work, Power and Machines 13

Page 9 of 134
 7.5 Moments and Equilibrium 10

8.0 Thermal Physics 8.1 Thermal Expansion and Temperature Measurement 10

8.2. Heat Transmission 8

8.3 Quantity of Heat 10

9.0 Waves 9.1 Properties of Waves 12

9.2 Electromagnetic Waves 9

10.0 Optics 10.1 Refraction of Light 10

10.2 Dispersion of Light 8

10.3 Thin Lenses 8

11.0 11.1 Electrostatics 9

Electricity and Magnetism II
11.2 Magnetic Effect of Electric Current 8

11.3 Electromagnetic Induction 10

12.0 Electronics II 12.1 Transistors 9

13.0 Modern Physics II 13.1 X Rays 8

13.2 Charges in Fields 8

13.3 Radioactivity 10

14.0 Environmental Physics And Astrophysics Ii 14.1 Atmospheric Remote Sensing 10

14.2 Space Exploration 10

TOTAL 360
Page 10 of 134
Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(S)

1 1.0 1.1 By the end of the sub strand, The teacher trainee to:
Introduction the teacher trainee should be • use digital and/or print media to search for 1. How is physics
Physics to Physics able to: information on the meaning and applicable in day
Methods a) relate physics to science and relationships of the terms physics, science to day life?
technology as applied in the and technology, 2. How is physics
natural sciences, • discuss with peers in a group the meanings related to science
b) describe the objectives of and relationships of physics to science and and technology?
learning physics as a technology,
discipline, • discuss with peers in a group the
c) describe the careers related to objectives of learning physics as a
physics in the labour market, discipline,
d) describe applications of • take a walk in the school compound and
physics in nature, neighborhood to identify applications of
e) appreciate the applications of physics,
physics in day to day life. • engage the use of ICT to observe,
measure, record and communicate
applications of physics concepts in the
school compound and the neighborhood,
• discuss with peers in a group the careers
related to physics and applications of
physics in nature.

Page 11 of 134
Core Competencies to be developed:
● Communication and collaboration: as the teacher trainee discusses with peers in a group the relationship of physics to science and technology.
● Digital literacy Skills: as the teacher trainee uses digital and/or print media to search for information on the meaning and relationships of physics to
science and technology.
● Self-efficacy: as the teacher trainee engages ICT to observe, measure, record and communicate the applications of physics concepts in the school
compound and the neighborhood.

Values:
● Respect: as the teacher trainee appreciates others’ opinions while discussing with peers the careers related to physics and applications of physics in
nature.
● Responsibility: as the teacher trainee play different roles as they engage in use of ICT to observe, measure, record and communicate the
applications of physics in the school compound and the neighborhood.
● Unity: as the teacher trainee harmoniously works in a group to discuss with peers in a group the meanings and relationships of physics to science
and technology.

Pertinent and Contemporary Issues (PCIs):

Life Skills

Decision Making skill: as the teacher trainee develop analytical skills, creative thinking and problem solving skills as they engage in use of ICT to
observation, measurements, recording and communication, and make decisions on applications of physics concepts in the school compound and the
neighborhood.

Suggested Formative Assessment Rubric

Page 12 of 134
 Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Indicator

Ability to relate Relates physics to science Relates physics to science Relates physics to either science With prompt, relates physics to
physics to science and technology as applied and technology as applied or technology as applied in the science and technology as
and technology as in the natural sciences in the natural sciences. natural sciences. applied in the natural sciences.
applied in the citing examples.
natural sciences.

Ability to describe Comprehensively describes Describes the objectives of Partially describes the With prompt, describes
the objectives of the objectives of learning learning physics as a objectives of learning physics objectives of learning physics as
learning physics as physics as a discipline. discipline. as a discipline. a discipline.
a discipline.

Ability to describe Describes careers related to Describes the careers Describes most of the careers Describes a few careers related to
the careers related physics in the labour related to physics in the related to physics in the labour physics in the labour market.
to physics in the market with examples from labour market. market.
labour market. the locality.

Ability to describe Describes applications of Describes the applications Describes most of the Describes a few of applications
applications of physics in nature with of physics in nature. applications of physics in of physics in nature.
physics in nature. examples from the locality. nature.

Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Page 13 of 134
 Question(S)

1 1.0 1.2 By the end of the sub strand, the The teacher trainee to: 1. How are
Physics Physics teacher trainee should be able to: • visit a physics laboratory, make observations and learning
Methods Learning a) describe the layout of a physics describe the layout of a physics laboratory, resources
Resources laboratory in secondary school, • use available physics learning resources and important
b) describe safety precautions practice safety precautions while handling in the
physics learning resources, study of
observed while handling physics
• engage physics laboratory technician, resource physics?
learning resources, persons and/or a teacher of physics in a group 2. Why is it
c) practice safety precautions discussion on handling and maintenance of necessary
observed while handling physics physics laboratory resources (refer to the to
learning resources, standards for laboratory equipment and materials improvise
d) explain the concept of for STEM schools), learning
improvisation of learning • discuss with peers in a group the meaning of resources
improvisation and identify the physics laboratory from
resources from locally available
resources that can be improvised, locally
materials,
• walk around the school compound and the available
e) improvise physics learning neighborhood, collect locally available materials materials
resources from locally available and use them to improvise physics learning ?
materials, resources from locally available materials,
f) describe the applications of • guide learning by playing roles in using locally
laboratory as a learning resource available resources to improvise some protective
devices that can be used in physics practical
for physics,
• use print and/or digital media to search for
g) appreciate the applications of information on applications of learning resources
learning resources in learning of in learning of physics.
physics.

Core Competencies to be developed

Page 14 of 134
● Communication and collaboration: as the teacher trainee discusses with peers in a group the meaning of improvisation and identifies the physics
laboratory resources that can be improvised.
● Digital literacy Skills: as the teacher trainee uses print and/or digital media to search for information on applications of learning resources in learning
of physics.
● Self-efficacy: as the teacher trainee guides learning by playing roles in using locally available resources to improvise some protective devices that can
be used in physics practical.
● Critical thinking and problem solving: as the teacher trainee guides learning by playing roles in using locally available resources to improvise some
protective devices that can be used in physics practical.

Values
● Unity: promoted as teacher trainee engages physics laboratory technician, resource persons and/or teacher of physics in a group discussion about
organization of physics laboratory in secondary school and maintenance of physics laboratory resources.
● Respect: as teacher trainee provides personal expressions, gives opportunities to each other for self-expression and respect each other’s opinions as
they discuss with peers in a group the meaning of improvisation and identify the physics laboratory resources that can be improvised.

Pertinent and Contemporary Issues (PCIs):

Education for Sustainable Development
● Safety and Security: as the teacher trainee practices safety precautions while handling physics learning resources.
● Environmental Education: as the teacher trainee recycles, uses and reuses locally available resources to improvise some learning resources that can be
used in physics practical.

Suggested Formative Assessment Rubric

Indicator Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Page 15 of 134
Ability to describe the layout Describes the layout of a Describes the layout of Describes either the With assistance, describes
of a physics laboratory in physics laboratory in a physics laboratory in working room or the layout of a physics
secondary school. secondary school with secondary school. preparation room as laboratory in secondary
illustrations. layout of a physics school.
laboratory in secondary
school.

Ability to describe the safety Describes all the safety Describes all the safety Describes most of the Describes a few safety
precautions observed while precautions observed while precautions observed safety precautions precautions observed while
handling physics learning handling physics learning while handling physics observed while handling handling physics learning
resources.
resources with examples. learning resources. physics learning resources.
resources.

Ability to practice safety Consistently practices Practices safety Some times practices With help, practices safety
precautions observed while safety precautions precautions observed safety precautions precautions observed while
handling physics learning observed while handling while handling physics observed while handling handling physics learning
resources. physics learning resources. learning resources. physics learning resources.
resources.

Ability to explain the concept Comprehensively explains Explains the concept of Omits some key words With prompt, explains the
of improvisation of learning the concept of improvisation of when explaining the concept of improvisation of
resources from locally improvisation of learning learning resources from concept of improvisation learning resources from
available materials. resources from locally locally available of learning resources locally available materials.
available materials. materials. from locally available
materials.

Ability to improvise physics Improvises physics Improvises physics Improvises most of the Improvises a few physics
learning resources from locally learning resources from learning resources from physics learning learning resources from
available materials. locally available materials, locally available resources from locally locally available materials.

Page 16 of 134
 giving examples of materials. available materials.
improvised learning
resources.

Ability to describe the Describes applications of Describes the Describes most of the Describes a few of the
applications of laboratory as a laboratory as a learning applications of applications of laboratory applications of laboratory
learning resource for physics. resource for physics, laboratory as a learning as a learning resource for as a learning resource for
giving examples from the resource for physics. physics. physics.
locality.

Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

Page 17 of 134
1 2.0 Mechanics 2.1 By the end of the sub The teacher trainee to: 1. Why are Units
I Measurements Strand, the teacher trainee should • use print and/or digital media to search necessary in
be able to: and discuss with peers in a group the measurement?
a) explain the meaning of physical meaning of physical quantities and 2. How are
quantities as used in dimensional analysis as used in quantities in
measurement, measurement, measurement
b) obtain derived quantities from • use different measuring instruments to applicable in
basic physical quantities in measure different quantities and apply real life
measurement, Units correctly, situations?
c) apply Units correctly in • work with peers in using dimensional
measurement of physical analysis to derive and check the
quantities, homogeneity of physics formulae,
d) describe the meaning of • discuss with peers in a group the
dimensional analysis as used in limitations of dimensional analysis in
measurements, measurement,
e) describe applications and • perform activities with peers in a group to
limitations of dimensional demonstrate the presence of errors in
analysis in measurements, measurement of physical quantities
f) determine errors in (systematic and random errors),
measurements of physical • perform mathematical manipulations to
quantities, determine resultant error in measurement
g) apply propagation of errors to (propagation of errors),
determine resultant errors in • use print and/or digital media to search for
measurement, and discuss with peers in a group scalar
h) describe scalar and vector and vector quantities as used in
quantities as used in measurement,
measurement, • carry out activities to demonstrate the
i) resolve vectors in measurement, resolution of vectors in measurement,
j) Appreciate use of units in ● resolve vectors using but not limited to
measurement of physical Parallelogram, Triangle and Vector Law.

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 quantities.

Core Competencies to be developed:

• Communication and collaboration: as the trainee discusses with peers in a group the limitations of dimensional analysis in measurement.
• Critical thinking and problem solving: as the teacher trainee performs activities with peers in a group to demonstrate the presence of errors in
measurement of physical quantities.
• Digital literacy Skills: as the teacher trainee uses digital media to search and discuss with peers in a group the meaning of physical quantities and
dimensional analysis as used in measurement.
• Pedagogical content knowledge: as the teacher trainee adopts demonstration approach to carry out activities and demonstrate the resolution of vectors
in measurement.

Values
• Responsibility: as the teacher trainee plays roles while performing activities with peers in a group to demonstrate the presence of errors in measurement
of physical quantities.
• Integrity: as the teacher trainee presents guanine results after performing mathematical manipulations to determine resultant error in measurement.
• Respect: as the teacher trainee respects each other’s opinions or views when discussing with peers in a group the limitations of dimensional analysis in
measurement.

Pertinent and Contemporary Issues (PCIs):

Socio-Economic Issues: as the teacher trainee measures different quantities, carry out dimensional analysis as used in measurement and apply Units
correctly providing them with knowledge on financial literacy and consumer protection skills.

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Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to explain the meaning Explains the meaning of Explains the meaning of Explains the meaning of Explains the meaning of
of physical quantities as used in physical quantities as physical quantities used in most physical quantities a few physical quantities
measurement. used in measurement measurement. as used in measurement. as used in measurement.
with their symbols.

Ability to obtain derived Obtains derived quantities Obtains the derived Obtains most derived Obtains a few of the
quantities from basic physical from basic physical quantities from basic quantities from basic derived quantities from
quantities in measurement quantities in physical quantities in physical quantities in basic physical quantities
measurement, giving measurement. measurement. in measurement.
examples.

Ability to apply Units correctly Applies all Units Applies all Units correctly Applies most of the Applies a few Units
in measurement of physical correctly in in measurement of physical Units correctly in correctly in measurement
quantities. measurement of quantities. measurement of of physical quantities.
physical quantities physical quantities.
giving examples.

Ability to describe the Describes the meaning of Describes the meaning of Partially describes the With prompt, describes
meaning of dimensional dimensional analysis as dimensional analysis as meaning of dimensional the meaning of
analysis as used in used in measurements used in measurements. analysis as used in dimensional analysis as
measurements. giving examples of measurements. used in measurements.
analyzed dimensions.

Ability to describe Describes applications Describes applications Describes most Describes a few of the
applications and limitations of and limitations of and limitations of applications and applications and
dimensional analysis in dimensional analysis in dimensional analysis in limitations of limitations of
measurements. measurements, giving measurements. dimensional analysis in dimensional analysis in

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 examples. measurements. measurements.

Ability to determine errors in Determines errors in Determines errors in Determines most errors in Determines a few or
measurements of physical measurements of physical measurements of physical measurements of physical errors in measurements
quantities. quantities with examples. quantities. quantities. of physical quantities.

Ability to apply propagation of Applies propagation of Applies propagation of Applies propagation of Applies propagation of
errors to determine resultant errors to determine errors to determine errors errors to determine most errors to determine a
errors in measurement. resultant errors in in measurement. resultant errors in few resultant errors in
measurement, giving measurement. measurement.
examples of propagated
errors.

Ability to describe scalar and Describes scalar and Describes scalar and Describes either scalar or With prompt, describes
vector quantities as used in vector quantities as used vector quantities as used vector quantities as used scalar and vector
measurement. in measurement, citing in measurement. in measurement. quantities as used in
examples. measurement.

Ability to resolve vectors in Resolves vectors in Resolves vectors in Resolves most of the Resolves a few vectors
measurement. measurement, giving measurement. vectors in measurement. in measurement.
illustrations.

Year Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Question(S)

1 2.0 2.2 By the end of the sub The learner is guided to: 1. How is
Mechanics I Pressure strand, the teacher trainee • discuss with peers in a group the meaning of pressure in
in Solids should be able to: pressure as used in physics, solids and
and a) explain the meaning of • carry out activities to demonstrate pressure fluids
Fluids pressure as used in physics, exerted by solids on surfaces, determined?

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 b) determine pressure exerted • carry out activities to demonstrate factors 2. How is
by solids on surfaces, affecting pressure in fluids (derive the concept of
c) investigate pressure in fluids relationship ), pressure
as used in physics, applied in day
• carry out activities to demonstrate the principle of
d) demonstrate the principle of transmission of pressure in fluids, to day life?
transmission of pressure in • Model a water vessel/container with thicker wall
fluids, towards bottom to practice disaster reducing due
e) demonstrate existence of to depth of the vessel when carrying water,
atmospheric pressure in • carry out activities to demonstrate the existence of
nature, atmospheric pressure in nature (not limited to
f) determine pressure in fluids, crushing can experiments and drinking straw),
g) describe the applications of • use various apparatus to measure and compare
pressure in day to day life, pressure in fluids (include and not limited to
h) appreciate the applications of Aneroid Barometer, Mercury Barometer,
pressure in day to day life. Pressure Gauge),
• walk around the school compound and its
environment to identify applications of pressure
in day to day life,
• discuss with peers in a group the applications of
pressure in day to day life (not limited to bicycle
pump, water pump, syphon, drinking straw,
hydraulic machines),
• use digital devices where possible to identify
applications of pressure in day to day life.

Core competencies to be developed:

● Self-Efficacy: as the teacher trainee demonstrates the principle of transmission of pressure in fluids through various activities.
● Communication and collaboration: as the trainee discusses with peers in a group the meaning of pressure as used in physics
● Digital literacy Skills: as the teacher trainee uses digital devices to identify applications of pressure in day to day life.

Values:
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● Responsibility: as the teacher trainee handles with care the materials to be used when carrying out activities to demonstrate the principle of
transmission of pressure in fluids.
● Respect: as the teacher trainee respects each other’s opinions or views when discussing with peers the applications of pressure in day to day life.

Pertinent and Contemporary Issues (PCIs):

Citizenship Education
● Child care and protection: as the teacher trainee takes precautions for self and others while carrying out activities to demonstrate pressure exerted by
solids on surfaces.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Below Expectations

Indicator Expectations

Ability to explain the Explains the meaning of Explains the meaning of Omits some key terms With hint, explains the
meaning of pressure as pressure as used in physics, pressure as used in physics. while explaining the meaning of pressure as
used in physics. giving formula expression. meaning of pressure as used in physics.
used in physics.

Ability to determine Determines pressure exerted by Determines pressure exerted Determines pressure Determines pressure
pressure exerted by more solids on surfaces giving by solids on surfaces. exerted by most solids exerted a few solids on
solids on surfaces. illustrations. on surfaces. surfaces prescribed by
assessor.

Ability to investigate Investigates pressure in Investigates pressure in fluids Investigates pressure Investigates pressure in
pressure in fluids as used more fluids used in physics as used in physics. in most fluids used in few fluids used in
in physics. giving illustrations. physics. physics.

Ability to demonstrate Demonstrates the principle of Demonstrates the principle of Demonstrates the Demonstrates the
the principle of transmission of pressure in transmission of pressure in principle of transmission principle of

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transmission of pressure fluids, giving illustrations. fluids. of pressure in most transmission of
in fluids. fluids. pressure in few fluids.

Ability to demonstrate With illustrations, demonstrates Demonstrates existence of Demonstrates existence With assistance,
existence of existence of atmospheric atmospheric pressure in of atmospheric pressure demonstrates existence
atmospheric pressure in pressure in nature. nature. in nature but omits some of atmospheric pressure
nature. concepts. in nature.

Ability to measure Measures pressure in more Measures pressure in fluids. Measures pressure in Measures pressure in
pressure in fluids. fluids. most fluids. few fluids.

Ability to describe the Describes applications of Describes applications of Describes most Describes a few
applications of pressure pressure in day to day life pressure in day to day life. applications of pressure applications of pressure
in day to day life. giving examples from the in day to day life. in day to day life.
locality.

Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(S)

1 2.0 2.3 By the end of the sub The teacher trainee to:
Mechanics I Floating strand, the teacher trainee • carry out experiments to demonstrate 1. Why do
and should be able to: Archimedes Principle as used in floating and bodies sink
Sinking a) demonstrate Archimedes sinking, or float in
Principle in fluids, • discuss with peers in a group about the concept fluids?
b) verify Archimedes Principle under Archimedes Principle as used in floating 2. What are
as used in floating and and sinking, the
sinking, • Carry out activity to determine weights of applications
c) apply Archimedes floating objects by applying Archimedes of

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 principles to determine Principle, Archimedes
weights of floating objects, • carry out activities to relate Archimedes Principle in
d) relate Archimedes Principle Principle to Law of Floatation as used in floating nature?
to Law of Floatation as and sinking,
used in floating and • discuss with peers in a group the meaning of
sinking, relative density as used in floating and sinking,
e) determine relative density • carry out activities to determine Archimedes
from law of floatation, Principle using Principle of moments,
f) determines Archimedes • participate in an investigative work to identify
Principle using Principle of the relationship between densities of fluids and
Moments, objects floating, partially or fully immersed
g) describe applications of (water, brine, glycerin, paraffin, ash solution,
Archimedes Principle and air),
the Law of Floatation in • Model a swimming costumes that promote safety
nature, of the a swimmer,
h) appreciate applications of • brainstorm with peers the applications of
Archimedes Principle in Archimedes Principle in day to day life,
day to day life. ● use digital devices to search for the information
on applications of Archimedes Principle in day to
day life.
Project: develop swimming safety floats from
locally available materials.

Core Competencies to be developed:

● Learning to Learn and Reflection: as the teacher trainee carries out activities to relate Archimedes Principle to Law of Floatation as used in
floating and sinking.
● Communication and collaboration: as the trainee discusses with peers the concept under Archimedes Principle as used in floating and sinking
● Self-Efficacy: as the teacher trainee demonstrates Archimedes Principle as used in floating and sinking through experiments.
● Digital literacy Skills: as the teacher trainee uses digital devices to search for the information on applications of Archimedes Principle in day to
day life.
● Critical Thinking and Problem Solving: as the teacher trainee use locally available materials to develop swimming safety floats.
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 Values:
● Unity: as the teacher trainee works in harmony while discussing with peers the concept under Archimedes Principle as used in floating and
sinking.
● Responsibility: as the teacher trainee plays roles while carrying out experiments to demonstrate Archimedes Principle as used in floating and
sinking.

Pertinent and Contemporary Issues (PCIs):

Education for Sustainable Development
● Disaster Risk Reduction: as the teacher trainee appreciates factors affecting pressure in fluids as applied in the designing of strong water dams
that contains pressure due to depth.
● Safety: as the teacher trainee describes applications of Archimedes Principle and the Law of Floatation in nature models swimming costumes that
promote safety of the swimmer.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to demonstrate Archimedes Demonstrates Demonstrates Archimedes Demonstrates With assistance,

Principle as used in floating and Archimedes Principle as Principle as used in Archimedes Principle as demonstrates
sinking. used in floating and floating and sinking. used in floating and Archimedes Principle
sinking, giving sinking skipping some as used in floating and

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 illustrations. steps. sinking.

Ability to verify Archimedes Verifies Archimedes Verifies Archimedes Skips some stages while With help, verifies
Principle as used in floating and Principle as used in Principle as used in verifying Archimedes Archimedes Principle
sinking. floating and sinking floating and sinking. Principle as used in as used in floating and
giving formula. floating and sinking. sinking.

Ability to apply Archimedes Applies Archimedes Applies Archimedes Applies Archimedes Applies Archimedes
principles to determine weights of principles to determine principles to determine principles to determine principles to
floating objects. weights of floating weights of floating most weights of floating determine few
objects giving objects. objects. weights of floating
illustrations. objects.

Ability to relate Archimedes Relates Archimedes Relates Archimedes Relates Archimedes With help, relates
Principle to Law of Floatation as Principle to Law of Principle to Law of Principle to Law of Archimedes
used in floating and sinking. Floatation as used in Floatation as used in Floatation as used in Principle to Law of
floating and sinking, floating and sinking. either floating or Floatation as used
giving illustrations. sinking. in floating and
sinking.

Ability to determine relative density Determines relative density Determines relative Determines relative With prompt,
to floating and sinking of objects. to floating and sinking of density to floating and density to either floating determines relative
objects, giving sinking of objects. or sinking of objects. density to floating
illustrations. and sinking of
objects.

Ability to determine Archimedes Determines Archimedes Determines Archimedes Skips some stages in the With assistance,
Principle using Principle of Principle using Principle Principle using Principle process of determining determines
Moments. of Moments, giving of Moments. Archimedes Principle Archimedes Principle
illustrations. using Principle of using Principle of
Moments. Moments.

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Ability to describe applications of Describes all applications Describes all applications Describes most Describes a few
Archimedes Principle and the Law of Archimedes Principle of Archimedes Principle applications of applications of
of Floatation in nature. and the Law of Floatation and the Law of Floatation Archimedes Principle and Archimedes Principle
in nature, giving examples in nature. the Law of Floatation in and the Law of
from locality. nature. Floatation in nature.

Year Strand Sub Specific Learning Suggested Learning Experiences Key Inquiry
Strand Outcomes Question(s)

1 2.0 2.4 By the end of the sub The teacher trainee to: How are
Mechanics I Linear Strand, the teacher trainee • use print or digital media to search for the meaning of laws of
Motion should be able to: terms used in linear motion (distance, displacement, motion
a) explain the meaning of speed, velocity and acceleration), applicable in
terms used in linear • Take a walk around the school compound and use ICT to real life
motion, determine distance covered and speed of the individual situations?
b) illustrate motion-time motion,
graphs on a Cartesian • discuss with peers in a group the meaning of terms in
coordinate, linear motion,
c) solve numerical tasks • carry out experiments on linear motion and draw
using equations of linear appropriate motion - time graphs,
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 motion, • derive equations of linear motion and use them to solve
d) describe Newton’s laws numerical tasks,
of motion as used in • carry out activities to demonstrate Newton’s laws of
linear motion, motion in nature,
e) apply Newton’s laws of • discuss with peers in a group the Newton’s law of
motion equations in motion,
solving numerical tasks, • derive and apply equations of Newton’s laws of motion
f) describe frictional to solve numerical problems (P=mv, F=ma, impulse,
force and its effects on collisions, recoil velocity, weight in a lift),
surfaces, • use print and/or digital media in a group to search for
information and discuss friction and the laws of friction.
g) describe applications of
● perform experiments with pees in a group to demonstrate
Newton’s Laws of
static and dynamic friction,
motion in real life
● perform experiments in a group to verify Stoke’s law of
situation,
motion of bodies falling through a fluid,
h) appreciate applications
● solve numerical tasks on friction in solids and fluids,
of Newton’s laws of
● use digital devices and/or print media to search for
motion in day to day life.
information and discuss with peers in a group application
of Newton’s Laws of motion in real life situations.

Core competencies to be developed:

● Pedagogical content knowledge: as the trainee embraces the use of ICT to determine distance covered and speed of the individual motion.
● Communication and collaboration: as the trainee discusses with peers in a group the meanings of terms in linear motion.
● Digital Literacy Skills: as the teacher trainee uses print and/or digital media in a group to search for information and discuss friction and the
laws of friction.

Values:
● Respect: as the teacher trainee respects each other’s opinion when discussing with peers in a group applications of Newton’s Laws of motion in
real life situations.
● Unity: as the teacher trainee performs experiments together with peers in a group to demonstrate static and dynamic friction.
● Responsibility: as the teacher trainee plays roles while performing experiments in a group to verify Stoke’s law of motion of bodies falling

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 through a fluid.

Pertinent and contemporary Issues (PCIs):

Global Citizenship Education:
● Good Governance: as the teacher trainee shares roles, responsibilities and tasks while performing experiments with pees in a group to
demonstrate static and dynamic friction.
Social Economic Issues
● Financial literacy: as the teacher trainee embraces concepts of linear motion in determining shortest routes linking places hence cutting on
associated transport costs.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to explain the Explains the meaning of Explains the meaning of all Explains the meaning of Explains the meaning a
meaning of terms used in all terms used in linear terms used in linear most terms used in linear few terms used in linear
linear motion. motion, giving their motion. motion. motion.
symbols or relating
formulas.

Ability to illustrate Illustrates all motion-time Illustrates all motion-time Illustrates most motion- Illustrates a few motion-

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motion-time graphs in graphs in linear motion, graphs in linear motion. time graphs in linear time graphs in linear
linear motion. giving examples. motion. motion.

Ability to solve numerical Consistently and Correctly solves numerical Solves most numerical Solves a few numerical
tasks using equations of consistently solves tasks using equations of tasks using equations tasks using equations of
linear motion. numerical tasks using linear motion. of linear motion. linear motion.
equations of linear motion.

Ability to describe Describes all Newton’s Describes all Newton’s Describes any two of the Describes less than two
Newton’s laws of motion laws of motion as used in laws of motion as used in Newton’s laws of motion of the Newton’s laws of
as used in linear motion. linear motion, giving linear motion. as used in linear motion. motion as used in linear
illustrations. motion.

Ability to apply Applies all the Newton’s Applies all Newton’s Applies at least two of Applies less than two of
Newton’s laws of motion laws of motion equations laws of motion equations the Newton’s laws of the Newton’s laws of
equations in solving in solving numerical tasks, in solving numerical motion equations in motion equations in
numerical tasks. giving examples. tasks. solving numerical tasks. solving numerical tasks.

Ability to describe Describes frictional force Describes frictional force Partially describes With prompt, describes
frictional force and its and its effects on surfaces and its effects on frictional force and its frictional force and its
effects on surfaces. giving illustrations. surfaces. effects on surfaces. effects on surfaces.

Ability to describe Describes more all Describes all applications Describes most Describes a few
applications of Newton’s applications of Newton’s of Newton’s Laws of applications of Newton’s applications of Newton’s
Laws of motion in real Laws of motion in real life motion in real life Laws of motion in real life Laws of motion in real life
life situation. situation, giving examples situation. situation. situation.
from the locality.

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Year Strand Sub Specific Learning Suggested Learning Experiences Key Inquiry
Strand Outcomes Question(s)

1 2.0 Mechanics 2.5 By the end of the sub • The teacher trainee to:
I Circular strand, the teacher trainee • search from the print and/or digital media and discuss How is
Motion should be able to: the meaning of terms used in circular motion (radian, circular
a) explain the meaning of angular displacement, angular velocity, angular motion
uniform circular acceleration, centripetal force and centrifugal force), applicable in
motion as used in • Use ICT to enhance learning of the concepts of radian, day to day
physics, angular displacement, angular velocity, angular life?
b) explain the terms used acceleration, centripetal force and centrifugal force,
in circular motion, • carry out activities with peers in a group to describe
c) describe factors, uniform circular motion (not limited to mass whirled in
affecting centripetal a horizontal circle & vertical circle, conical pendulum,
force in nature, turntable),
d) describe applications of • perform experiments to investigate the factors affecting
circular motion in day centripetal force (mass, velocity and radius of circular
to day life, track),
e) appreciate the • discuss with peers in a group the applications of
applications of circular circular motion in day to day life,
motion in day to day • use digital and/or print media to search for and discuss
life. with peers information on the applications of circular
motion in day to day life.

Core Competencies to be developed:

• Learning to learn and reflective practices: as the teacher trainee performs experiments to investigate the factors affecting centripetal force as
used in circular motion.
• Communication and collaboration: as the trainee discusses with peers in a group the applications of circular motion in day to day life.
• Digital literacy: as the teacher trainee searches from the print and/or digital media and discusses the meaning of terminologies in circular
motion.

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Values:
• Unity: as the teacher trainee work in harmony while carrying out activities with peers in a group to describe uniform circular motion.
• Responsibility: as the teacher trainee plays roles while carrying out activities with peers in a group to describe uniform circular motion.
Pertinent and Contemporary Issues
Learner Support Programmes
Sports and Games: as the teacher trainee acquire skills in athletics through perform experiments to investigate the factors affecting centripetal
force of a body moving in a circular motion.
Citizenship
Social Cohesion: as the teacher trainee works together in harmony as they carry out activities with peers in a group to describe uniform circular
motion.

Suggested Formative Assessment Rubric

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 Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Indicator

Ability to explain the Explains the meaning of Explains the meaning of Omits some key words With prompt, explains the
meaning of uniform uniform circular motion as uniform circular motion as when explaining the meaning of uniform
circular motion as used in used in physics, giving used in physics. meaning of uniform circular circular motion as used in
physics. illustrations. motion as used in physics. physics.

Ability to explain the terms Explains all the terms used Explains all the terms used Explains most terms used Explains a few terms
used in circular motion. in circular motion, giving in circular motion. in circular motion. used in circular motion.
their symbols, giving their
equation expressions.

Ability to describe case Describes all case Describes all case Describes most case Describes a few case
examples of uniform examples of uniform examples of uniform examples of uniform examples of uniform
circular motion in nature. circular motion in nature, circular motion in nature. circular motion in nature. circular motion in
giving illustrations. nature.

Ability to describe Describes all factors Describes all factors Describes most factors Describes few factors
factors affecting affecting centripetal force affecting centripetal force affecting centripetal affecting centripetal force
centripetal force in in nature, giving in nature. force in nature. in nature.
nature. illustrations.

Ability to describe Describes all applications Describes all applications Describes most Describes a few
applications of circular of circular motion in day to of circular motion in day to applications of circular applications of circular
motion in day to day day life, giving examples day life. motion in day to day motion in day to day life.
life. in the locality. life.

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Year Strand Sub Specific Learning Suggested Learning Experiences Key Inquiry
Strand Outcomes Question(s)

1 2.0 Mechanics 2.6 By the end of the sub • The teacher trainee to: 1. How does
I Projectile Strand, the teacher trainee • discuss with peers in a group the meaning of terms gravity
Motion should be able to: used in projectile motion (range, time of flight, affect
a) explain the terms used maximum height), motion of
in projectile motion, • adopt experiential learning by performing projectiles?
b) explain the effect of experiments to determine acceleration due to 2. How is
gravity on bodies in gravity, projectile
free fall, • carry out activities in a group to demonstrate motion
c) describe projectile motions of a projectile (vertical, horizontal, at an used in day
motion of bodies in angle), to day life?
nature, • discuss with peers in a group the effect of
d) apply projectile motion acceleration due to gravity on motion under
in sports and games, gravity,
e) describe applications of • organize for sports activity and apply and
projectile motion in demonstrate projectile motion in playing various
nature, games,
f) appreciate the • discuss with peers in a group to identify and
applications of describe applications of projectile motion in nature,
projectile motion in day • use print media and/or digital media to search for
to day life. the information on the applications of projectile
motion in day to day life.

Core Competencies to be developed:

• Communication and collaboration: as the trainee discusses with peers in a group the meaning of terms used in projectile motion.
• Self-Efficacy: as the teacher trainee demonstrates motions of a projectile as they carry out activities in a group.
• Digital literacy Skills: as the teacher trainee uses print media and/or digital media to search for the information on the applications of projectile
motion in day to day life.

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Values:
● Peace: as the teacher trainee takes care of self and others, and work harmoniously when carrying out experiments in a group to demonstrate
motions of a projectile.
● Unity: as the teacher trainee works in harmony while carrying out activities in a group to demonstrate motions of a projectile.
● Responsibility: as the teacher trainee role play in carrying out activities in a group to demonstrate motions of a projectile.

Pertinent and Contemporary Issues (PCIs):

Learner Support Programmes

Sports and Games: as the teacher trainee organizes for sports activity and apply and demonstrate projection motion.

Citizenship Education
Social Cohesion: as the teacher trainee work together in harmony as they carry out activities in a group to demonstrate motions of a projectile.

Page 36 of 134
Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to explain the terms Explains all the terms Explains all the terms used Explains most of the Explains a few terms used
used in projectile motion. used in projectile motion, in projectile motion. terms used in projectile in projectile motion.
giving illustrations. motion.

Ability to explain the effect Explains the effect of Explains the effect of Explains effect of gravity Explain the effect of
of gravity on bodies in free gravity on bodies in free gravity on bodies in free on most bodies in free fall. gravity on a few bodies in
fall. fall with illustrations. fall. free fall.

Ability to describe Describes projectile Describes projectile Describes projectile Describes projectile
projectile motion of motion of more bodies in motion of bodies in nature. motion of most bodies motion of a few bodies in
bodies in nature. nature with illustrations. in nature. nature.

Ability to apply Applies projectile motion Applies projectile motion Applies projectile Applies projectile motion
projectile motion in in all sports and games, in all sports and games. motion in most sports in few sports and games.
sports and games. with game examples. and games.

Ability to describe Describes all applications Describes all applications Describes most Describes a few
applications of projectile of projectile motion in of projectile motion in applications of applications of projectile
motion in nature. nature with examples from nature. projectile motion. motion in nature.
the locality.

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Year Strand Sub Specific Learning Suggested Learning Experiences Key Inquiry
Strand Outcomes Question(s)

1 3.0 Electricity 3.1 By the end of the sub The teacher trainee to: 1. How does
and Magnetism I Direct strand, the teacher trainee • carry out experiments in a group to explain the the use of
Curre should be able to: meaning of the terms; electromotive force, potential direct current
nt a) explain the terms used difference, internal resistance and lost volts as used in in electric
in current electricity, current electricity, circuits affect
b) Determine the • discuss with peers in groups the meaning of terms our daily life?
relationship between used in current electricity (electromotive force,
current and voltage as potential difference, internal resistance, lost volts), 2. What is the
used in current • carry out activities to demonstrate Ohm's law and relationship
electricity, Kirchhoff’s law in electric circuits, between
c) Determine the resistance • Perform experiments to verify and explain Ohm’s law potential
in electric circuits using as used in electric circuits, difference and
different methods, • carry out activities with peers in a group to distinguish current?
d) Determine effective between Ohmic and non-Ohmic conductors in electric
resistance of resistors in circuits,
parallel and series, • carry out activities to determine resistance of a resistor
e) describe electrical in an electric circuit (include resistor colour codes,
heating effect in voltmeter-ammeter method, digital metres, wheatstone
electric circuits, bridge and metre bridge),
f) explain the applications • connect resistors in electric circuits in series and
of direct current in day parallel combinations and determine the effective
to day life, resistance,
g) appreciate applications • perform electrical heating experiments and discuss the
of direct current in day factors affecting the heating effect of electric current
to day life. (current, time and resistance),
• discuss with peers in a group the applications of direct
current in day to day life,
• search from print and/or digital media and discuss the
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 various applications of direct current in day to day life.

Core Competencies to be developed:

• Learning to learn and reflective: as the trainee carries out experiments in a group to explain the meaning of the terms; electromotive force.
potential difference, internal resistance and lost volts as used in current electricity.
• Communication and collaboration: as the trainee discusses with peers in groups the meaning of terms used in current electricity.
• Digital literacy Skills: as the teacher trainee searches from print and/or digital media for the information on electrolyte and nonelectrolyte.
resistivity of a conductor, e.m.f., p.d. , applications of resistors in electronics and electrical heating.

Values
• Peace: as the teacher trainee carries out activities in harmony with peers in a group to distinguish between Ohmic and non-Ohmic conductors in
electric circuits.
• Responsibility: as the teacher trainee role plays some tasks when performing electric circuit experiments by arranging resistors in parallel and
series, prove Ohm's law, determine and distinguish between Ohmic and non-Ohmic conductors.

Pertinent and Contemporary Issues (PCIs):

Life skills
Analytical thinking and creative thinking: as the teacher trainee connects resistors in electric circuits in series and parallel combinations, and
determine the effective resistance.
Citizenship Education
Social cohesion as the teacher trainee works together in harmony when carrying out activities with peers in a group to distinguish between Ohmic
and non-Ohmic conductors in electric circuits, and discuss with peers in a group the applications of direct current in day to day life.

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Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Below Expectations

Indicator Expectations

Ability to explain the terms as Explains all the terms as Explains all the terms as Explains most of the Explains a few terms
used in current electricity. used in current electricity used in current electricity. terms as used in current used in current
giving their symbols. electricity. electricity.

Ability to determine the Determines the Determines the Determines the With assistance,
relationship between current relationship between relationship between relationship between determines the
and voltage as used in current current and voltage as used current and voltage as used current and voltage as relationship between
electricity. in current electricity, in current electricity. used in current current and voltage as
giving equation electricity but misses SI used in current
expressions. units. electricity.

Ability to determine the Determines the resistance Determines the resistance Determines the resistance Determines the
resistance in electric circuits in electric circuits using in electric circuits using in electric circuits using resistance in electric
using different methods. different methods, with different methods. most of the methods. circuits using a few
illustrations.
methods.

Ability to determine effective Determines effective Determines effective Determines effective With help, determines
resistance of resistors in resistance of all resistors resistance of all resistors in resistance most resistors effective resistance of
parallel and series. in parallel and series, parallel and series. in either parallel or series. resistors in either parallel
giving illustrations. or series.

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Ability to describe electrical With illustrations, Describes electrical heating Describes electrical Describes electrical
heating in electric circuits. describes electrical in all electric circuits. heating in most electric heating in a few electric
heating in all electric circuits. circuits.
circuits.

Ability to explain the Explains all the Explains all the Explains most of the Explains few
applications of direct applications of direct applications of direct applications of direct applications of direct
current in day to day life. current in day to day current in day to day current in day to day current in day to day
life giving examples life. life. life.
from the locality.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

1 3.0 Electricity 3.2 By the end of the sub • The teacher trainee to: 1. How is
and Magnetism Mains strand, the teacher trainee • discuss with peers in a group, the electric
I Electricity should be able to: transmission of mains electricity, power
a) describe the transmission • use digital and/or print media, search for transmitted
process of mains electricity, information on domestic wiring and from a
b) explain the domestic wiring discuss findings with peers in a group, power
circuit in electrical • carry out activities using locally available station to
installation, materials to model domestic wiring the end
c) relate electrical energy systems, consumer?
consumption to cost of • determine electrical energy consumption 2. How does
electricity, and costing of electric power, electrical
d) explain safety measures when • discuss with peers in a group the safety power
dealing with mains electricity, measures required when dealing with consumptio
e) describe applications of mains mains electricity in day today life, n relate to
electricity in day to day life, • discuss with peers in a group, the its cost?
f) appreciate applications of applications of main electricity,
mains electricity in day to day • use digital media where possible, to search
life. for other applications of mains electricity
in day to day life.

Core Competencies to be developed:

• Learning to learn and reflective: as the trainee determines electrical energy consumption and relating it to costing of electric power.
• Communication and collaboration: as the trainee discusses with peers in a group, the transmission of mains electricity.
• Digital literacy: as the teacher uses digital media where possible, to search for other applications of mains electricity in day to day life.
• Creativity and Innovation: as the teacher trainee uses locally available materials to model domestic wiring systems.
Values:
• Peace: as the teacher trainee work in harmony while discussing with peers in a group, the transmission of mains electricity.

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• Integrity: as the teacher trainee learn the need of providing guanine electrical energy consumption and costing of electric power while they are
determining electrical energy consumption and costing of electric power.

Pertinent Contemporary Issues

• Analytical and creative thinking; as the as the teacher uses locally available materials to model domestic wiring systems.
• Global Citizenship Education:
• Social cohesion; as the teacher trainee interacts with others in harmony when discussing with peers in a group, the applications of main
electricity.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to describe the Describes the Describes the transmission Describes the transmission With prompt, describes the
transmission process of transmission process of process of mains process of mains electricity transmission process of
mains electricity. mains electricity, giving electricity. but skips some stages. mains electricity.
illustrations.

Ability to explain the Explains the domestic Explains the domestic Explains the domestic With prompt, explains the
domestic wiring circuit in wiring circuit in electrical wiring circuit in electrical wiring circuit in electrical domestic wiring circuit in
electrical installation. installation, giving installations. installation but omits electrical installation.
illustrations. some stages while giving
explanation.

Ability to relate electrical Relates electrical Relates electrical energy Inaccurately relates With prompt, relates
energy consumption to cost energy consumption to consumption to cost of electrical energy electrical energy
of electricity. cost of electricity, electricity. consumption to cost of consumption to cost of
giving example of electricity. electricity.
recorded consumption
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 units from the locality.

Ability to explain safety Explains safety Explains safety measures Explains most of the Explains a few of the
measures when dealing measures when dealing when dealing with mains safety measures when safety measures when
with mains electricity. with mains electricity, electricity. dealing with mains dealing with mains
giving examples. electricity. electricity.

Ability to describe Describes all applications Describes all applications Describes most Describes few applications
applications of mains of mains electricity in day of mains electricity in day applications of mains of mains electricity in day
electricity in day to day to day life, giving to day life. electricity in day to to day life.
life. examples from the locality. day life.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

1 4.0 Electronics I 4.1 By the end of the sub The teacher trainee to: How have p-n
Semiconductors: strand, the teacher trainee • using digital and/or print media junction diodes
P-N should be able to: search for information on affected the
Junction Diodes a) describe conductors, differences between conductors, development
insulators and insulators and semiconductors of electronic
semiconductors using using energy band theory, devices?
energy band theory, • discuss with peers in a group the
b) explain the meaning of meaning of intrinsic and extrinsic
intrinsic and extrinsic semiconductors,
semiconductors as used in • use digital devices, search for
physics, information on the formation of
c) explain the formation of n- p-type and n-type semiconductors
type and p-type from intrinsic semiconductors,
semiconductors from • discuss with peers in a group the
intrinsic semiconductors, formation of a p-n Junction diode
d) explain the formation and and perform an experiment to
biasing process of a p-n show the biasing of a p-n
junction diode, junction,
e) describe the characteristics • design and perform an
of a p-n junction diode, experiment to show the I-V
f) explain the applications of characteristics of a p-n junction
p-n junction diodes in day to diode,
day life, • use digital devices, search for
g) appreciate the of diodes in information on applications of
daily lives. diodes in day to day life.

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discuss with peers in a group the meaning of intrinsic and extrinsic semiconductors.
Page 45 of 134
• Digital literacy Skills: as the teacher trainee using digital and/or print media search for information on differences between conductors,
insulators and semiconductors using energy band theory.

Values:
• Responsibility: as the teacher trainee plays roles in designing and performing an experiment to show the I-V characteristics of a p-n junction
diode.
• Respect: as the teacher trainee respects each other’s opinion when discussing with peers in a group the formation of a p-n Junction diode and
perform an experiment to show the biasing of a p-n junction.

Pertinent and Contemporary Issues (PCIs):

Global Citizenship Education:
Social cohesion: as the teacher trainee works with harmony with peer when discussing in a group the formation of a p-n Junction diode and
performs an experiment to show the biasing of a p-n junction.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to describe Describes conductors, Describes conductors, Describes at least two of Describes less than
conductors, insulators insulators and insulators and the conductors, insulators two of the conductors,
and semiconductors using semiconductors using the semiconductors using the and semiconductors using insulators and
the energy band theory. energy band theory, giving energy band theory. the energy band theory. semiconductors using
illustrations. the energy band
theory.

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Ability to explain the Explains the meaning of Explains the meaning of Explains the meaning of With prompt, explains
meaning of intrinsic and intrinsic and extrinsic intrinsic and extrinsic either intrinsic the meaning of
extrinsic semiconductors. semiconductors, giving semiconductors. semiconductor or intrinsic and extrinsic
illustrations. extrinsic semiconductor. semiconductors.

Ability to explain the Explains the formation of Explains the formation of Explains the formation With prompt, explains
formation of n-type and n-type and p-type n-type and p-type of either n-type or p- the formation of n-
p-type semiconductors semiconductors from semiconductors from type semiconductors type and p-type
from intrinsic from intrinsic
intrinsic semiconductors, intrinsic semiconductors. semiconductors from
semiconductors. semiconductors.
giving illustrations. intrinsic
semiconductors.

Ability to explain the Explains the formation and Explains the formation and Explains either the With prompt, explains
formation and biasing biasing process of a p-n biasing process of a p-n formation or biasing the formation and
process of a p-n junction junction diode, giving junction diode. process of a p-n junction biasing process of a p-
diode. illustrations. diode. n junction diode.

Ability to describe the Describes all the Describes all the Describes most Describes a few
characteristics of a p-n characteristics of a p-n characteristics of a p-n characteristics of a p-n characteristics of a p-n
junction diode. junction diode, giving junction diode. junction diode. junction diode.
illustrations.

Ability to explain the Explains all the Explains all the Explains most of the Explains a few
applications of p-n applications of p-n applications of p-n junction applications of p-n applications of p-n
junction diodes in day to junction diodes in day to diodes in day to day life. junction diodes in day to junction diodes in day
day life. day life, giving examples. day life. to day life.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

1 5.0 5.1 By the end of the sub strand, The teacher trainee to: How is the
Modern Photoelectri the teacher trainee should be • search from print and/or digital media and knowledge of
Physics c able to: discuss in a group the concept of photoelectric Photoelectric
I Effect a) describe photoelectric effect effect, effect
as used in modern physics, • carry out an experiment to demonstrate important in
b) demonstrate photoelectric photoelectric effect using gold leaf day-to-day
effect using various electroscope and/or photo-emissive life?
methods, tube/photocell,
c) describe the dual nature of • discuss in a group the dual nature of light
light as used in modern (particle nature and wave nature, photons,
physics, photoelectrons, Planck's constant, Energy of
d) explain the factors affecting Photons),
photoelectric emissions of • set up a circuit to demonstrate factors affecting
metal surfaces, photoelectric emission,
e) solve numerical tasks in • discuss in a group the factors affecting
photoelectric effect using photoelectric emission,
Einstein equation of • apply Einstein's equation of photoelectric
photoelectric effect, effect to determine threshold frequency,
f) describe the applications of Planck's constant, work function of materials
photoelectric effect in and velocity of electrons,
nature, • discuss with peers in a group the applications
g) appreciate the applications of photoelectric effect in nature,
of photoelectric effect in • using digital and/or print media, discuss with
day to day life. peers in a group the applications of
photoelectric effect in nature.

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Core Competencies to be developed:
• Communication and collaboration: as the teacher trainee discusses in a group the dual nature of light.
• Critical thinking and problem solving: as the teacher trainee applies Einstein's equation of photoelectric effect to determine threshold
frequency, Planck's constant, work function of materials and velocity of electrons.
• Learning to learn and reflective practice: as the teacher trainee searches from print and/or digital media and discuss in a group the concept of
photoelectric effect.
• Digital literacy Skills: as the teacher trainee uses digital and/or print media, discuss with peers in a group the applications of photoelectric effect
in nature.
• Self-efficacy: as the teacher trainee sets up a circuit to demonstrate factors affecting photoelectric emission.
Values:
• Respect: as the teacher trainee shows respect to others’ opinion during discussion in a group the factors affecting photoelectric emission.
• Unity: as the teacher trainee works together in harmony when carrying out an experiment to demonstrate photoelectric effect using gold leaf
electroscope and discusses the factors affecting photoelectric emission.

Pertinent and Contemporary Issues (PCIs):

Socio-Economic and Environmental Issues
Safety and Security: as the teacher trainee learn about security role of photoelectric effect as they discuss with peers in a group the applications of
photoelectric effect in nature.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to describe Describes photoelectric Describes photoelectric effect Describes photoelectric effect as With prompt,
photoelectric effect as used effect as used in modern as used in modern physics. used in modern physics, but describes
in modern physics. physics, giving omits some key words. photoelectric effect as
illustrations used in modern
physics.

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Ability to demonstrate Demonstrates Demonstrates photoelectric Demonstrates photoelectric effect With assistance,
photoelectric effect using photoelectric effect effect using various methods. using at least one method. demonstrates
various methods. using various methods, photoelectric effect
giving illustrations. using various
methods.

Ability to describe the dual Describes the dual Describes the dual nature of Describes the dual nature of light With hint, describes
nature of light as used in nature of light as used in light as used in modern as used in modern physics but the dual nature of
modern physics. modern physics, giving physics. omits some key words. light as used in
illustrations modern physics.

Ability to explain the Explains all the factors Explains all the factors Explains most of the factors Explains a few factors
factors affecting affecting photoelectric affecting photoelectric affecting photoelectric emissions affecting
photoelectric emissions off emissions off metal emissions off metal surfaces. off metal surfaces. photoelectric
metal surfaces. surfaces, giving emissions off metal
illustration. surfaces.

Ability to solve numerical Correctly and Correctly solves numerical Solves most of the numerical Solves a few
tasks in photoelectric effect consistently solves tasks in photoelectric effect tasks in photoelectric effect using numerical tasks in
using Einstein equation of numerical tasks in using Einstein equation of Einstein equation of photoelectric photoelectric effect
photoelectric effect. photoelectric effect photoelectric effect. effect. using Einstein
using Einstein equation equation of
of photoelectric effect. photoelectric effect.

Ability to describe the Describes all the Describes all the applications Describes most of the Describes few
applications of applications of of photoelectric effect in applications of photoelectric applications of
photoelectric effect in photoelectric effect in nature. effect in nature. photoelectric effect in
nature. nature, giving nature.
illustrations.

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Year Strand Sub Strand Specific Learning Outcome Suggested Learning Experience (s) Key Inquiry
Question(s)

1 6.0 Physics and 6.1 By the end of the sub strand, The teacher trainee to: 1. How have
Astrophysics I Atmosphere the teacher trainee should be • use print and/or digital media to search for human
Environmental and able to: and discuss information on the activities
Radiation a) describe composition of the composition and structure of the and
atmosphere in relation to atmosphere, natural
environmental physics, • use digital and/or print media to search for processes
information on the atmospheric aerosols, impacted
b) describe the effects of
photochemical pollution, ozone layer, on the
atmospheric aerosols and ozone hole and effects of ozone depletion environme
photochemical pollution in in the environment, nt?
the environment, • discuss in a group the concepts of 2. How does
c) describe ozone layer and atmospheric aerosols, photochemical the
the effects of its depletion pollution, ozone layer and ozone hole greenhous
to the environment, effects of ozone depletion, ozone layer, e effect
ozone hole in the environment, cause
d) describe the greenhouse
• carry out activities to demonstrate climate
effect as used in greenhouse effect and global warming in change?
environmental physics, the environment,
e) explain effects of global • discuss with peers in groups the effects of
warming in the greenhouse effect and global warming in
environment, the environment (not limited to rising sea
f) describe applications of levels, melting of the polar ice caps,
change in global weather patterns, heat
greenhouse effect in day to
waves, cyclones),
day life, • use digital or print media to search for

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 g) appreciate the applications information on the greenhouse gases and
of the greenhouse effect in effects of depletion of the ozone layer on
day to day life. human health and the environment (skin
cancer, eye cataracts, immune deficiency
disorder, effects on terrestrial and aquatic
life, effects on food chains, biogeochemical
cycles).

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discusses in a group the concepts of atmospheric aerosols, photochemical pollution,
ozone layer and ozone hole effects of ozone depletion, ozone layer, ozone hole in the environment.
• Self-Efficacy: as the teacher trainee demonstrates greenhouse effect and global warming in the environment by carrying out activities.
• Learning to learn and Reflective Practice: as the teacher trainee uses digital or print media to search for information on the greenhouse gases and
effects of depletion of the ozone layer on human health and the environment.
• Digital literacy skills: as the teacher trainee uses use print and/or digital media to search for and discuss information on the composition and
structure of the atmosphere.

Values:
• Respect: as the teacher trainee respect each other’s opinion while discussing in a group the concepts of atmospheric aerosols, photochemical
pollution, ozone layer and ozone hole effects of ozone depletion, ozone layer, ozone hole in the environment.
• Unity: as the teacher trainee work in harmony when carrying out activities to demonstrate greenhouse effect and global warming in the
environment.

Pertinent and Contemporary Issues

Socio-Economic and Environmental Issues
• Environmental Education: as teacher trainee carries out activities to demonstrate greenhouse effect and global warming in the environment.
• Climate change: as the teacher trainee discusses with peers in groups the effects of greenhouse effect and global warming in the environment.

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Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to describe Describes composition of the Describes composition of Describes composition of With prompt, describes
composition of the atmosphere as applied in the atmosphere as applied the atmosphere as applied composition of the
atmosphere as applied in environmental physics, giving in environmental physics. in environmental physics atmosphere as applied in
but omits some environmental physics.
environmental physics. illustrations.
compositions.

Ability to describe the Describes the effects of Describes the effects of Describes effects of either With a hint, describes the
effects of atmospheric atmospheric aerosols and atmospheric aerosols and atmospheric aerosols or effects of atmospheric
aerosols and photochemical pollution in photochemical pollution in photochemical pollution aerosols and
photochemical pollution the environment, giving the environment. in the environment. photochemical pollution
in the environment. illustrations. in the environment.

Ability to describe ozone Describes ozone layer and the Describes ozone layer and Describes either ozone With prompt, describes
layer and the effects of its effects of its depletion to the the effects of its depletion to layer or the effects of its ozone layer and the effects
depletion to the environment, giving the environment. depletion to the of its depletion to the
environment. illustrations. environment. environment.

Ability to describe the Describes the greenhouse Describes the greenhouse Describes the greenhouse With prompt, describes
greenhouse effect in effect in environmental effect in environmental effect in environmental the greenhouse effect in
environmental physics. physics, giving examples physics. physics but omits some environmental physics.
from the locality. key words.

Ability to explain Explains all effects of Explains all effects of Explains most effects Explains a few effects
effects of global global warming in the global warming in the of global warming in of global warming in
warming in the environment than the environment. the environment. the environment.
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environment. effects, giving examples
from the locality.

Ability to describe the Describes the greenhouse Describes the greenhouse Describes the greenhouse With prompt, describes
greenhouse effect as effect as applied in effect as applied in effect as applied in the greenhouse effect as
applied in environmental environmental physics, environmental physics. environmental physics applied in environmental
physics. giving illustrations. omits some key words. physics.

Ability to describe Describes all applications Describes all Describes most Describes few
applications of of greenhouse effect in day applications of applications of applications of
greenhouse effect in to day life. greenhouse effect in greenhouse effect in greenhouse effect in
day to day life. day to day life. day to day life. day to day life.

Year Strand Sub Specific Learning Outcome Suggested Learning Experience Key Inquiry
Strand Question(s)

1 6.0 Environmental 6.2 By the end of the sub strand, The teacher trainee to: 1. How is
Physics and Physics of the teacher trainee should be • discuss with peers in a group on how wind
Astrophysics I Wind able to: cyclones and anticyclones contribute to formed?
Formation a) describe the process of wind formation, 2. How is
wind formation in the • use print and/or digital media to search wind
environment, for information on the principal forces formation
b) describe the principal acting on air masses in the atmosphere applied in
forces acting on air (Pressure gradient force, Coriolis real life
masses in the atmosphere, force, Turbulent drag), situations?
c) describe the types of wind • use print and/or digital media to search 3. What are
patterns in the for information on the types of wind the
atmosphere, patterns (polar economic

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 d) describe the importance easterlies, westerlies, horse latitudes, importance
of wind formation in day trade winds, and the doldrums), of wind
to day life, • discuss with peers in a group the formation
e) appreciate the importance importance of wind formation in nature, in day to
of wind formation in • discuss with peers in a group the day life?
nature. applications of wind formation in real
life.

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discusses with peers in a group the applications of wind formation in real life.
• Learning to learn and Reflective Practice: as the teacher trainee discusses with peers in a group on how cyclones and anticyclones contribute
to wind formation.
• Digital literacy skills: as the teacher trainee uses print and/or digital media to search for information on the principal forces acting on air masses
in the atmosphere.

Values:
● Respect: as the teacher trainee respects each other’s opinions when discussing with peers in a group the applications of wind formation in real
life.
● Unity: as the teacher trainee work in harmony while discussing with peers in a group on how cyclones and anticyclones contribute to wind
formation.

Pertinent and Contemporary Issues

Socio-Economic and Environmental Issues
● Environmental Education: as teacher trainee discusses with peers in a group on how cyclones and anticyclones contribute to wind formation.
● Climate change: as the teacher trainee uses print and/or digital media to search for information on the principal forces acting on air masses in
the atmosphere.

Page 55 of 134
Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to describe Describes the process of Describes the process of Describes the process of With prompt, describes
the process of wind wind formation in the wind formation in the wind formation in the the process of wind
formation in the environment, giving environment. environment but skips some formation in the
illustrations. stages. environment.
environment.

Ability to describe Describes all the principal Correctly describes all the Describes most of the Describes a few principal
the principal forces forces acting on air masses principal forces acting on air principal forces acting on air forces acting on air
acting on air in the atmosphere, giving masses in the atmosphere. masses in the atmosphere. masses in the atmosphere.
illustration.
masses in the
atmosphere.

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Ability to describe Describes all the types of Describes all the types of Describes most of the types Describes a few of the
the types of wind wind patterns in the wind patterns in the of wind patterns in the types of wind patterns in
patterns in the atmosphere, giving atmosphere prescribed by the atmosphere. the atmosphere.
illustrations. assessor.
atmosphere.

Ability to Describes all the Describes all the importance Describes majority of the Describes a few
describe the importance of wind of wind formation in day to importance of wind importance of wind
importance of formation in day to day day life. formation in day to day life. formation in day to day
wind formation in life, giving examples from life.
day to day life. the locality.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question (s)

2 7.0 Mechanics 7.1 By the end of the sub The teacher trainee to: How is
II Fluid strand, the teacher trainee should • discuss with peers the meaning of fluid
Dynamics be able to: streamline and turbulent flow, dynamics
(10 a) describe streamline and • carry out activities with peers in a group applied in
Lessons) turbulent flow as used in to derive the equation of continuity and day to day
Bernoulli’s principle in fluid flow, life?
fluid dynamics,
• apply the equation of continuity and
b) derive the equation of Bernoulli’s principle to solve numerical
continuity and Bernoulli’s tasks,
principle in fluid flow, • discus with peers in a group the
c) Solve numerical tasks in applications of Bernoulli’s effect in day to
fluid dynamics, day life,
d) describe the applications of • use print media and/or digital materials to
search for and discuss in groups the
Bernoulli’s effect in day to
applications of Bernoulli’s effect and
day life, principle (carburetor, horizontal pipes,
e) appreciate the applications of Bunsen burner, dynamic lift, paint spray,
Bernoulli’s effect in day to trajectory of a spinning ball,
day life. venturimeter).

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discusses with peers the meaning of streamline and turbulent flow.
• Self-efficacy: as the teacher trainee demonstrates streamline and turbulent flow through experimental group.
• Critical thinking and problem solving: as the teacher trainee apply the equation of continuity and Bernoulli’s principle to solve numerical
tasks.
• Digital literacy Skills: as the teacher trainee uses print media and/or digital materials to search for and discuss in groups the applications of
equation of continuity, Bernoulli’s effect and principle.

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Values:
• Unity: as the teacher trainee work in harmony when performing experiments with peers in a group to demonstrate the types of fluid flow.
• Responsibility: as the teacher trainee play roles while carrying out activities in fluid flow to determine factors affecting the equation of
continuity and Bernoulli’s principle.
• Respect: as the teacher trainee shows respect to peers’ opinions as they discuss with peers in a group the applications of Bernoulli’s effect in day
to day life.

Pertinent and Contemporary Issues (PCIs):

• Education for Sustainable Development Education: as the teacher trainee explains disaster risk reduction through designing of roofs to avoid
being blown off by strong winds as they discuss the applications of Bernoulli’s effect in day to day life.
• Learner Support programmes (Non-Formal Programmes): as teacher trainee explains relevance of Bernoulli’s effect in games and sports in
perfecting skills in sports like spinning ball in soccer, a game in professional soccer as they discuss the applications of Bernoulli’s effect in day
to day life.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to describe Describes streamline and Describes streamline and Describes either With prompt, describes
streamline and turbulent turbulent flow as used in turbulent flow as used in streamline or turbulent streamline and turbulent
flow as used in fluid fluid dynamics, giving fluid dynamics. flow as used in fluid flow as used in fluid
dynamics. examples in the locality. dynamics. dynamics.

Ability to derive the Derives the equation of Derives the equation of Derives either the equation With assistance, derives the
equation of continuity continuity and continuity and Bernoulli’s of continuity and equation of continuity and
and Bernoulli’s principle Bernoulli’s principle in principle in fluid flow. Bernoulli’s principle in Bernoulli’s principle in fluid
in fluid flow. fluid flow, giving

Page 59 of 134
 examples. fluid flow. flow.

Ability to solve Correctly and consistently Correctly solves numerical Solves most of the Solves a few numerical tasks
numerical tasks in fluid solves numerical tasks in tasks in fluid dynamics. numerical tasks in fluid in fluid dynamics.
dynamics. fluid dynamics. dynamics.

Ability to describe the Describes all the Describes all the Describes most of the Describes a few applications
applications of applications of applications of Bernoulli’s applications of Bernoulli’s of Bernoulli’s effect in day to
Bernoulli’s effect in day Bernoulli’s effect in day effect in day to day life. effect in day to day life. day life.
to day life. to day life, giving
illustrations.

Page 60 of 134
Year Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Question(s)

2 7.0 7.2 By the end of the sub The teacher trainee to: How is
Mechanics II Simple strand the teacher trainee should be able • using digital and/or print media, search simple
Harmoni to: for and discuss the meaning of simple harmonic
c Motion a) explain the meaning of simple harmonic motion, motion
harmonic motion, • carry out activities to demonstrate important in
simple harmonic motion and derive its day to day
b) derive the equations of simple
equations, life?
harmonic motion,
• design and perform experiments to
c) explain the energy considerations analyze graphically the energy changes in
in simple harmonic motion, simple harmonic motion,
d) explain the relationship between • use either print media and/or digital
simple harmonic motion and materials, to show the relationship
circular motion in nature, between simple harmonic motion and
uniform circular motion,
e) describe damped and forced
• design and carry out experiments to show
oscillation as used in simple damped and forced oscillations,
harmonic motion, • carry out activities with peers in a group
f) explain resonance as used in to show resonance in simple harmonic
simple harmonic motion, motion,
g) explain applications of simple • discuss with peers in a group the
harmonic motion in day to day life, applications of simple harmonic motion
h) appreciate the importance of simple in day to day life,
harmonic motion in day-to-day life. • use either digital media and/or print
media to explain the applications of
simple harmonic motion in day to day
life.

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 Core Competencies to be developed:
• Communication and collaboration: as the teacher trainee discusses with peers in a group the applications of simple harmonic motion in day to
day life.
• Critical thinking and problem solving: as the teacher trainee designs and carries out experiments to show damped and forced oscillations.
• Learning to learn and reflective practice: as the teacher trainee designs and carries out experiments to show damped and forced oscillations.
• Digital literacy Skills: as the teacher trainee uses either digital media and/or print media to explain the applications of simple harmonic motion in
day to day life.
• Creativity and imagination: as the teacher trainee designs and carries out experiments to show damped and forced oscillations.
Values:
• Unity: as the teacher trainee works in harmony when carrying out activities with peers in a group to show resonance in simple harmonic motion.
• Responsibility: as the teacher trainee plays different roles as they carry out activities with peers in a group to show resonance in simple harmonic
motion.
• Respect: as the teacher trainee respects the peers’ opinion when using digital and/or print media to search for information and discuss the
meaning of simple harmonic motion.

Pertinent and Contemporary Issues (PCIs):

Global Citizenship Education:
Social cohesion: as the teacher trainee interacts in harmony with others as they carry out activities with peers in a group to show resonance in simple
harmonic motion.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to explain the Explains the meaning of simple Explains the meaning of Explains the meaning of With prompt, explains
meaning of simple harmonic motion, giving simple harmonic simple harmonic motion but the meaning of simple
harmonic motion. examples from the locality. motion. omits some key words. harmonic motion.

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Ability to derive the Correctly and systematically Correctly derives the Derives the equations of With assistance,
equations of simple derives the equations of simple equations of simple simple harmonic motion derives the equations
harmonic motion harmonic motion and states harmonic motion. but omits some steps. of simple harmonic
units used. motion.

Ability to explain the Explains the energy Explains all the energy Explains most of the Explains a few energy
energy considerations in considerations in simple considerations in energy considerations in considerations in
simple harmonic motion. harmonic motion, giving simple harmonic simple harmonic motion. simple harmonic
reasons for the considerations. motion. motion.

Ability to explain the Explains the relationship Explains the Partially explains the With prompt, explains
relationship between between simple harmonic relationship between relationship between the relationship
simple harmonic motion motion and circular motion in simple harmonic simple harmonic motion between simple
and circular motion in nature, giving equations motion and circular and circular motion in harmonic motion and
nature. relating them. motion in nature. nature. circular motion in
nature.

Ability to describe Describes damped and forced Describes damped and Describes either damped or With assistance,
damped and forced oscillation as used in simple forced oscillation as forced oscillation as used in describes damped and
oscillation as used in harmonic motion, giving used in simple simple harmonic motion forced oscillation as
simple harmonic motion. illustrations. harmonic motion. with real life examples. used in simple
harmonic motion with
real life examples.

Ability to explain Explains resonance as used in Explains resonance as Explains resonance as used With help, explains
resonance as used in simple harmonic motion, used in simple in simple harmonic motion resonance as used in
simple harmonic motion. giving illustrations. harmonic motion. but omits some key words. simple harmonic

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 motion.

Ability to explain Explains all application of Explains all Explains most of the Explains a few
application of simple simple harmonic motion in day applications of simple applications of simple applications of simple
harmonic motion in day to day life, citing examples harmonic motion in harmonic motion in day to harmonic motion in
to day life. from the locality. day to day life. day life. day to day life.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key
Inquiry
Question(s)

2 7.0 7.3 By the end of the sub The teacher trainee to: How are
Mechanics II Mechanical strand the teacher trainee should • use digital and/or print materials to search for the mechanical
Properties be able to: meanings of terms used in mechanical properties properties of
of a) describe the mechanical of materials, materials
Materials properties of materials • design and perform experiments to illustrate important in
used in nature, mechanical properties of materials (include day to day
b) determine the ductility, malleability, brittleness, strength, life?
mechanical properties hardness, stiffness),
of materials used in day • design and carry out activities to determine
to day life, mechanical properties of materials (constant of
c) solve numerical tasks elasticity, stress, strain and Young’s modulus),
involving mechanical • use mathematical relationships to determine
properties of materials, tensile stress, tensile strain and modulus of
d) describe applications of elasticity of materials and energy stored in elastic
mechanical properties materials,
of materials in nature, • discuss with peers in a group applications of
e) appreciate the mechanical properties of materials in day-to-day
importance of life,
mechanical properties • search in print and/or digital media the applications
of materials in day to of mechanical properties of materials in day to day
day life. life.

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discusses with peers in a group applications of mechanical properties of materials in
day-to-day life.
• Critical thinking and problem solving: as the teacher trainee uses mathematical relationships to determine tensile stress, tensile strain and
modulus of elasticity of materials and energy stored in elastic materials.

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● Learning to learn reflective practice: as the teacher trainee designs and perform experiments to determine mechanical properties of materials.
● Digital literacy skills: as the teacher trainee searches in print and/or digital media the applications of mechanical properties of materials in day to
day life.

Values:
• Responsibility: as the teacher trainee play different roles when designing and performing experiments to illustrate mechanical properties of
materials.
● Respect: as the teacher trainee respects each other’s opinion as they discuss with peers in a group application of mechanical properties of materials
in day-to-day life.

Pertinent and Contemporary Issues (PCIs):

Life skill
● Safety and security education: as the teacher trainee observes safety in use of various materials in line with their mechanical properties.
Socio-Economic and Environmental Issues
● Financial literacy: as the teacher trainee exercises responsible choice of materials based on their mechanical properties such as hardness, elasticity
among others under mechanical properties of materials.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Below Expectations

Indicator Expectations

Ability to describe Describes all the mechanical Describes all the mechanical Describes most of the Describes a few of the
the mechanical properties of materials used properties of materials used mechanical properties of mechanical properties of
properties of in nature, giving examples in nature. materials used in nature. materials used in nature.
materials used in with materials in the locality.
nature.

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Ability to determine Determines the mechanical Determines the mechanical Determines mechanical Determines the
the mechanical properties of materials used properties of materials used properties most of the mechanical properties of
properties of in day-to-day life, giving in day-to-day life. materials used in day-to- the materials used in day-
materials used in day- illustrations. day life. to-day life.
to-day life.

Ability to solve Correctly and Correctly solves Solves most Solves a few
numerical tasks consistently solves numerical tasks numerical tasks numerical tasks
involving mechanical numerical tasks involving mechanical involving involving
properties of involving mechanical properties of mechanical mechanical
materials. properties of materials. materials. properties of properties of
materials. materials.

Ability to describe Describes applications Describes Describes most of Describes a few

applications of of mechanical applications of the applications of applications of
mechanical properties properties of materials mechanical properties mechanical mechanical
of materials in day- in day-to-day life, of materials in day-to- properties of properties of
to-day life. giving example from day life. materials in day- materials in day-to-
the locality. to-day life. day life.

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Year Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(S)

2 7.0 Mechanics 7.4 By the end of the sub The teacher trainee to: How do
II Energy, Work, strand, the teacher • use digital and/or print media, search for and different
Power and trainee should be discuss the meanings of energy, work, power and machines make
Machines able to: machines, work easier?
a) explain the • carry out activities in a group to illustrate energy,
meaning of energy, work, power and simple machines.
work, power and • design and carry out experiments to demonstrate
machine as used in mechanical energy transformations,
day to day life, • discuss with peers in a group the work-energy
b) describe the theorem in energy conservation,
transformation of • discuss with peers in a group the workings of simple
mechanical energy machines (Levers, Inclined planes, Pulleys, Wheel
in nature, and Axle, Gears. Hydraulic Lift, Pulley Belt, Screw,
c) explain the treadmill, elevators and escalators),
working of simple • apply mathematical relationships to solve problems
machines in day to in kinetic energy, potential energy, work done,
day life, power, mechanical advantage, velocity ratio and
d) solve numerical efficiency in simple machines,
tasks in • search from digital media information that
mechanical energy, demonstrates the transformations of mechanical
e) appreciate the energy and applications of various simple machines
importance of in day-to-day life,
machines in day- • come up with a project of making simple machines
to-day life. from locally available materials.

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Core Competencies to be developed:
● Communication and collaboration: as the teacher trainee discusses with peers in a group the work-energy theorem in energy conservation.
● Critical thinking and problem solving: as the teacher trainee applies mathematical relationships to solve problems in kinetic energy, potential
energy, work done, power, mechanical advantage, velocity ratio and efficiency in simple machines.
● Self-Efficacy: as the teacher trainee designs and demonstrates mechanical energy transformations experimentally.
● Digital literacy skills: as the teacher trainee searches from digital media information that demonstrates the transformations of mechanical energy
and applications of various simple machines in day-to-day life.

Values:
● Responsibility: as the teacher trainee plays roles while carry out activities in a group to illustrate energy, work, power and simple machines.
● Respect: as the teacher trainee listens listen to each other and respect each other’s opinion when discussing in a group the workings of simple
machines.
● Unity: as the teacher trainee work in unity to discuss with peers in a group the work-energy theorem in energy conservation.
● Patriotism: as the teacher trainee comes up with a project of making simple machines from locally available materials.
Pertinent and Contemporary Issues(PCIs):
• Life skills:
• Creative thinking: as the teacher trainee comes up with a machine from locally available materials to make work easier.
• Decision making skills: as the teacher trainee evaluate mechanical advantage and efficiency to make a responsible choice of machines that will
make work easier.
• Socio-Economic and Environmental Issues:
• Financial literacy: as the teacher trainee appreciates transformation of mechanical energy to electrical energy as an alternative source of power
hence saving of electricity costs.

Page 69 of 134
Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Below Expectations

Indicator Expectations

Ability to explain the Explains the meaning of Explains the meaning of Explains the meaning of With cues, explains the
meaning of energy, work energy, work and power in energy, work and power in any two among energy, meaning of energy, work and
and power in relation to relation to machines, giving relation to machines. work and power in relation power in relation to
machines. examples of work done and to machines. machines.
machines.

Ability to describe Describes the Describes the Describes With prompt,

the transformations of transformations of transformations of transformations of describes the
mechanical energy in mechanical energy in mechanical energy mechanical energy in transformations of
nature. nature, giving in nature. nature but omits some mechanical energy in
examples from the key words. nature.
locality.

Ability to explain the Explains the working Explains the Explains the working of With prompt, explains
working of simple machines of simple machines working of simple some simple machines the working of simple
in day to day life. in day to day life, machines in day to in day to day life but machines in day to
giving examples in day life. omits some concepts. day life.
the locality.

Ability to solve numerical Correctly and consistently Solves all numerical tasks Solves most of the Solves a few numerical tasks
tasks in mechanical energy. solves numerical tasks in in mechanical energy. numerical tasks in in mechanical energy.
mechanical energy. mechanical energy.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

2 7.0 Mechanics 7.5 By the end of the sub The teacher trainee to: 1. How can
II Moments strand, the teacher trainee should • carry out activities to demonstrate the centre of
and be able to: the turning effect of forces about a gravity of a
Equilibrium a) determine moment of force point, body be
about a point, • discuss in a group, the meaning of determined?
moments of a force, 2. How does
b) verify the principle of
• design an experiment to verify the stability of
moments in turning of objects, principle of moments about a point. bodies affect
c) describe torque and couple in • carry out activities to demonstrate the designs
turning objects, torque and couple, of structures?
d) determine the position of • design and carry out activities to
centre of gravity of a body, determine the position of centre of
e) solve numerical problems gravity of regular and irregular
objects,
involving centre of gravity and
• use mathematical relationships to
moments, solve problems involving centre of
f) identify states of equilibrium in gravity and moments,
bodies, • carry out activities to investigate the
g) explain the applications of factors that affect stability of
stability of bodies in day to day objects,
life, • illustrate stable, unstable and neutral
states of equilibrium,
h) appreciate the applications of
• use digital and/or print media to
stability in day to day life. search for the applications of torque,
couples and stability of bodies.

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discusses in a group and illustrates stable, unstable and neutral states of

Page 71 of 134
 equilibrium.
• Critical thinking and problem solving: as the teacher trainee uses mathematical relationships to solve problems involving centre of gravity
and moments.
• Learning to learn and reflective practice: as the teacher trainee performs experiments in a group, to verify the principle of moments.
• Digital literacy skills: as the teacher trainee uses digital to search for the applications of torque, couples and stability of bodies.
• Pedagogical content knowledge: as the teacher trainee apply experimental approach, in a group to determine the position of centre of gravity of
regular and irregular objects.

Values:
• Responsibility: as the teacher trainee play roles while designing an experiment to verify the principle of moments about a point.
• Integrity: as the teacher trainee presents genuine results that reflect true experiments to determine the position of centre of gravity of regular and
irregular objects.

Pertinent and Contemporary Issues(PCIs):

• Disaster risk reduction: as teacher trainee designs and carries out activities to investigate the factors that affect stability of objects.
• Life skills: as teacher trainee designs an experiment to verify the principle of moments about a point that makes work easier.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to determine Determines moment of force Determines moment of Inaccurately determines With hints, determines
moment of force about a about a point, giving force about a point. moment of force about a moment of force about a
point. illustrations. point. point.

Ability to verify the Verifies the principle Verifies the principle of Inaccurately verifies the Verifies the
principle of moments in of moments in turning moments in turning of principle of moments in principle of
turning of objects. of objects, giving. objects. turning of objects. moments in turning.

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 illustrations of objects with hints

Ability to describe torque Describes torque and Describes torque and Describes either torque or With help, describes
and couple in turning couple in turning objects, couple in turning objects. couple in turning objects. torque and couple in
objects. giving illustrations. turning objects.

Ability to determine the Determines the position of Determines the position of Inaccurately determines the With help, determines the
position of centre of gravity center of gravity of a body, centre of gravity of a position of centre of position of centre of
of a body. giving illustration of the body. gravity of a body. gravity of a body.
position of centre of gravity.

Ability to solve numerical Correctly and consistently Correctly solves Solves most of the Solves a few numerical
problems involving centre of solves numerical problems numerical problems numerical problems problems involving centre
gravity and moments. involving centre of gravity involving centre of involving centre of gravity of gravity and moments.
and moments. gravity and moments. and moments.

Ability to identify states of Identifies states of Identifies states of Identifies states of Identifies states of
equilibrium in bodies. equilibrium in bodies, giving equilibrium in bodies. equilibrium in most bodies. equilibrium in a few
illustrations. bodies.

Ability to explain the Explains all the applications Explains all the Explain most of the Explains a few
applications of stability of of stability of bodies, giving applications of stability of applications of stability of applications of stability of
bodies. with illustrations. bodies. bodies. bodies.

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Year Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(S)

2 8.0 8.1 By the end of the sub The teacher trainee to: 1. How does
Thermal strand, the teacher trainee • work together in a group to carry out experiments to expansion
Thermal Expansion and should be able to: demonstrate the thermal expansion of different occur in
Physics II Temperature a) demonstrate thermal materials (solids and fluids), different
Measurement expansion in matter, • discuss with peers in a group the meaning of thermal materials?
b) explain the meaning of expansion as applied to thermal physics, 2. How is
thermal expansion as • carry out activities to demonstrate and determine thermal
used in thermal linear expansivity in solids (area and volume expansion of
physics, expansivity not required), materials
c) explain anomalous • using digital and/or print media, search for and applicable in
expansion of water in discuss anomalous expansion of water and its real life?
nature, applications in nature,
d) measure temperature • carry out activities to measure temperature using
using different different temperature measurement technologies
temperature (liquid expansion devices andbimetallic devices,
measurement thermocouples),
technologies, • using digital media where applicable, carry out
e) describe measurement activities to describe measurement of temperature
of temperature using using different devices and technologies (liquid
different temperature expansion devices, bimetallic devices,
measurement thermocouples, resistive temperature devices (rtds,
technologies, thermistors), infrared radiators, molecular change-
f) explain the of-state and silicon diodes, constant volume gas
applications of thermal thermometers, radiation pyrometer),
expansion in real life, • discuss with peers in a group the applications of
g) appreciate the thermal expansion in real life,
applications of thermal • use digital or print media to search for information
expansion in real life. on the applications of thermal expansion in real life.
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Core competencies to be developed:
Communication and collaboration: as the teacher trainee discusses with peers in a group the meaning of thermal expansion as applied to thermal
physics.
Learning to Learn and Reflective Practice: as the teacher trainee carries out activities to measure temperature using different temperature
measurement technologies.
Digital literacy Skills: as the teacher trainee uses digital or print media to search for information on the applications of thermal expansion in real
life.
Self-Efficacy- As the teacher trainee carries out activities to demonstrate and determine linear expansivity in solids.

Values:
Respect: as the teacher trainee respect each other’s opinion while discussing with peers in a group the applications of thermal expansion in real life .
Responsibility: as the teacher trainee role play while working together in a group to carry out activities to measure temperature using different
temperature measurement technologies.

Pertinent and Contemporary Issues (PCIs):

Safety and security: as the learner practices heat related safety while carrying out experiments to determine linear expansivity of objects and in use
of devices like car flashing units for safety in the roads.
Financial literacy: as the learner appreciates responsible choice of materials depending on their linear expansivity when they are carry out activities
to demonstrate and determine linear expansivity in solids.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to Demonstrates thermal Demonstrates thermal Omits some stages when With assistance,
demonstrate thermal expansion in matter, giving expansion in matter. demonstrating thermal demonstrates thermal
expansion in matter. illustrations expansion in matter. expansion in matter.

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Ability to explain the Explains the meaning of Explains the meaning of Omits some key words With prompt, explains the
meaning of thermal thermal expansion as used in thermal expansion as used while explaining the meaning of thermal
expansion as used in thermal physics, giving in thermal physics. meaning of thermal expansion as used in
thermal physics. related equations. expansion as used in thermal physics.
thermal physics.

Ability to explain Explains anomalous Explains anomalous Omits some key words With hints, explains
anomalous expansion expansion of water in expansion of water in while explaining anomalous expansion
of water in nature. nature, giving nature. anomalous expansion of of water in nature.
illustrations. water in nature.

Ability to measure Measures temperature Measures temperature Measures temperature Measures temperature
temperature using using temperature using all different using most of using a few temperature
different temperature measurement temperature temperature measurement
measurement technologies, giving measurement measurement technologies.
technologies. examples. technologies. technologies.

Ability to describe Describes measurement of Describes measurement Describes measurement of Describes measurement of
measurement of temperature using different of temperature using temperature using most of temperature using a few
temperature using temperature measurement different temperature the temperature temperature measurement
different technologies, giving measurement measurement technologies. technologies.
temperature examples of technologies in technologies.
measurement the locality.
technologies.

Ability to explain Explains all the applications Explains all the Explains most of the Explains a few
the applications of of thermal expansion in real applications of thermal applications of thermal applications of thermal
thermal expansion in life, giving examples. expansion in real life. expansion in real life. expansion in real life.
real life.

Page 76 of 134
Year Strand Sub Strand Specific Learning Outcome Suggested Learning Experiences Key Inquiry
Question(s)

2 8.0 Thermal 8.2 By the end of the sub strand, the The teacher trainee to: How is the
Physics II Heat teacher trainee should be able to: • discuss with peers in a group the modes of transmission
Transmission a) explain the modes of heat heat transmission, of heat
transmission through different • design and carry out activities to applicable in
media, demonstrate the three modes of heat day to day
b) describe black body radiation transmission, life?
in nature, • discuss with peers in groups information
c) describe the shape of energy- from digital and/or print media on black
wavelength curves for black body radiation as applied to thermal
body radiation spectrum, physics,
d) apply Stefan’s and the Wien’s • use digital simulations to illustrate
laws in the black body graphically energy distribution against
radiation, wavelength for different temperatures in
e) explain the solar constant in black body radiation,
the black body radiation, • use print and/or digital media to search for
f) describe the applications of information on black body radiation
transmission of heat in day to (Stefan’ and Wien’s law),
day life, • apply Stefan’s and Wien's law to solve
g) appreciate the applications of tasks in black body radiation (include
transmission of heat in day to solar constant),
day life. • discuss with peers in a group the
applications of transmission of heat in day
to day life.

Core Competencies to be developed:

• Communication and collaboration-as the teacher trainee discusses with peers in a group the modes of heat transmission.
• Self-Efficacy: as the teacher trainee discusses designs and carries out activities to demonstrate the three modes of heat transmission.
• Digital literacy skills-as the teacher trainee uses digital devices to search for information on black body radiation (Stefan’ and Wien’s law).
Page 77 of 134
• Learning to learn and reflective practice-as the teacher trainee discusses with others the application of transmission of heat in day to day life.

Values:
• Respect: as the teacher trainee respects each other’s opinion while discussing with peers sin groups information from digital and/or print media
on black body radiation as applied to thermal physics.
• Responsibility: as the teacher trainee plays roles when designing and carrying out activities to demonstrate the three modes of heat transmission.
Pertinent and Contemporary Issues (PCIs):
Safety: as teacher trainee observes safety when dealing with heat.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to explain the Explains the modes of heat Explains the modes of Explains any two of heat Explains less than two
modes of heat transmission through different heat transmission through transmission through modes of heat
transmission through media, giving illustrations. different media. different media. transmission through
different media. different media.

Ability to describe the Describes the of black body Describes the black body Describes the black body With help, describes the
black body radiation. radiation, giving examples radiation. radiation but omits some black body radiation.
within the locality. key words.

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Ability to describe the Describes all the shapes of Describes all the shapes of Describes at last half of Describes less than
shapes of energy- energy-wavelength curves for energy-wavelength curves the shapes of energy- half of the shapes of
wavelength curves for black body radiation for black body radiation wavelength curves for energy-wavelength
spectrum, giving illustrations. spectrum. black body radiation curves for black
black body radiation
spectrum. body radiation
spectrum. spectrum.

Ability to apply the Correctly and consistently Applies the Stefan’s and Applies the Stefan’s and Applies the Stefan’s
Stefan’s and the Wien’s applies the Stefan’s and the the Wien’s law to solve the Wien’s law to solve and the Wien’s law
law to solve problems on Wien’s law to solve problems problems on black body most of the problems on to solve a few
on black body radiation. radiation. black body radiation. problems on black
black body radiation.
body radiation.

Ability to explain the Explains the solar constant in Explains the solar constant Explains the solar constant With help, explain the
solar constant in the the black body radiation, in the black body radiation. in the black body radiation solar constant in the black
black body radiation. giving relevant equations. omitting some key words. body radiation.

Ability to describe the Describes all the applications Describes all the Describes most of the Describes a few
applications of of transmission of heat, applications of applications of applications of
transmission of heat. giving some examples from transmission of heat. transmission of heat. transmission of heat.
the locality.

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Year Strand Sub Specific Learning Outcome Suggested Learning Experiences Key
Strand Inquiry
Question(s)

2 8.0 Thermal 8.3 By the end of the sub strand, the The teacher trainee to: How is
Physics II Quantity teacher trainee should be able to: • conduct experiments to demonstrate the kinetic quantity of
of Heat a) describe change of state of theory of matter, heat
matter using kinetic theory, • use print and/or digital media to search for the applicable
b) describe methods of obtaining meaning of heat capacity and specific heat capacity, in day to
specific heat capacity of • design and carry out experiments to determine day life?
materials, specific heat capacity of solids and liquids,
c) determine the specific latent • use print and/or digital media to search for the
heats of substances, meaning of specific latent heat of fusion and
d) solve numerical problems on specific latent heat of vaporization,
quantity of heat, • Carry out activities to determine specific latent heat
e) explain the factors affecting of fusion and vaporisation of substances,
boiling and melting Points, • apply mathematical relationships to solve numerical
f) describe the applications of tasks in quantity of heat,
quantity of heat in daily life, • design and carry out activities to determine factors
g) appreciate the application of affecting boiling and melting point of substances,
quantity of heat in daily life. • discuss with peers in a group the applications of
quantity of heat in daily life.

Core Competencies to be developed:

• Critical thinking and problem solving: as the teacher trainee applies mathematical relationships to solve numerical tasks in quantity of heat.
• Learning to learn: as the teacher trainee designs and performs experiments to determine factors affecting boiling and melting point of
substances.
• Digital literacy: as the teacher trainee uses digital media to search for the meaning of specific latent heat of fusion and specific latent heat of
vaporization.
• Self-Efficacy: as the teacher trainee demonstrates the kinetic theory of matter experimentally.

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Values:
• Responsibility: as the teacher trainee plays roles as they design and carries out activities to demonstrate the kinetic theory of matter.
• Respect: as the teacher trainee respect each other’s opinion while designing and carrying out experiments to determine specific heat capacity of
solids and liquids.

Pertinent and Contemporary Issues (PCIs):

Life Skills
• Safety: as teacher trainee discusses on the use of poor conductors of heat when handling hot utensils as they design and carry out experiments to
determine specific heat capacity of solids and liquids.
• Creative thinking: as the teacher trainee designs and carries out activities to demonstrate the kinetic theory of matter.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to describe Describes change of state Describes change of state Describes changes of state With assistance, describes
change of state of matter of matter using kinetic of matter using kinetic of matter using kinetic change of state of matter
using kinetic theory. theory, giving illustrations. theory. theory but omits some key using kinetic theory.
words.

Ability to describe the Describes all methods of Describes all methods of Describes most of the Describes a few methods
methods of obtaining obtaining specific heat obtaining specific heat methods of obtaining of obtaining specific heat
specific heat capacity of capacity of materials, capacity of materials. specific heat capacity of capacity of materials.
giving illustrations. materials.
materials.

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Ability to determine the Determines the specific Determines the specific Determines the specific Determines the specific
specific latent heat of latent of substances, giving latent heat of substances. latent heat of most of the latent heat of a few
substances. their equations. substances. substances.

Ability to solve Correctly and consistently Correctly solves Solves most of the Solves a few numerical
numerical problems on solves numerical problems numerical problems on numerical problems on problems on quantity of
quantity of heat. on quantity of heat. quantity of heat. quantity of heat. heat.

Ability to explain the Explains all the factors Explains all the factors Explains most of the Explains a few factors
factors affecting Boiling affecting boiling and affecting boiling and factors affecting boiling affecting boiling and
and Melting Points. melting points, citing melting points. and melting points. melting points.
examples from the locality.

Ability to describe the Describes all the Describes all the Describes most of the Describes a few
applications of quantity applications of quantity of applications of quantity applications of quantity of applications of quantity of
of heat in daily life. heat in daily life, giving of heat in daily life. heat in daily life. heat in daily life.
examples from the locality.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

2 9.0 9.1 By the end of the sub strand, The teacher trainee to: How are the
Waves Properties the teacher trainee should be • perform experiments with peers to demonstrate properties properties of
of Waves able to: of waves (reflection, refraction, diffraction and waves
a) demonstrate properties of interference), applied in
waves in nature, • discuss with peers in a group the properties of waves in real life?
b) demonstrate progressive nature (include and not limited to diffraction and
and stationary waves in interference fringes),
nature, • carry out activities to demonstrate progressive and
c) determine the velocity of stationary waves in nature (derive equations for
sound by resonance, progressive and stationary waves),
d) explain the Doppler’s • carry out an experiment to determine velocity of sound by
effect in nature, resonance of sound,
e) derive Doppler’s effect • discuss with peers the changes in the frequency of sound
equations in waves, waves associated with Doppler’s effect,
f) describe applications of • discus with peers in a group, the applications of waves in
waves in nature, day to day life,
g) appreciate the applications • use in the realia and digital media to explain the
of waves in day to day life. applications of waves in day to day life.

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discusses with peers in a group the properties of waves in nature.
• Self-efficacy: as the teacher trainee demonstrates properties of waves through experimental work.
• Digital literacy skills: as the teacher trainee uses digital and/or print media to search for the information on the applications of waves
in day to day life.

Values:
• Responsibility: as the teacher trainee role plays some activities while performing experiments with peers to demonstrate properties of
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 waves.
• Respect: as the teacher trainee respects each other’s’ opinion as they discuss with peers in a group the properties of waves in nature.
• Unity: as the teacher trainee work in harmony when performing experiments with peers to demonstrate properties of waves.

Pertinent and Contemporary Issues

• Citizenship Education: as the teacher trainee grasps the concept of global linkage through communication by waves as they discuss
with peers in a group, the applications of waves in day to day life.
• Social cohesion; as the teacher trainee learn how to work together and cooperate while carrying out experiments with others stationary
waves and its applications.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to demonstrate Demonstrates all properties Demonstrates all properties Demonstrates most of the Demonstrates a few
properties of waves in of waves in nature, giving of waves in nature. properties of waves in properties of waves in
nature. illustrations. nature. nature.

Ability to demonstrate Demonstrates progressive Demonstrates progressive Demonstrates either With help, demonstrates
progressive and stationary and stationary waves in and stationary waves in progressive or stationary progressive and stationary
waves in nature. nature, giving illustrations. nature. waves in nature. waves in nature.

Ability to determine the Determines the velocity of Determines the velocity of Omits some stages when With help, determines the
velocity of sound by sound by resonance, giving sound by resonance. determining the velocity of velocity of sound by
resonance. equation expressions. sound by resonance. resonance.

Ability to explain the Explains the Doppler’s Explains the Doppler’s Explains the Doppler’s With prompt, explains the
Doppler’s effect in nature. effect in nature, giving its effect in nature. effect in nature but omits Doppler’s effect in nature.
equation expression. some key words.

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Ability to derive Doppler’s Correctly and Correctly derives Omits some stages while With help, derives
effect equations in waves. systematically derives Doppler’s effect equations deriving one of the Doppler’s effect equations
Doppler’s effect equations in waves. Doppler’s effect equations in waves.
in waves. in waves.

Ability to describe the Describes all the Describes all the Describes most of the Describes a few
applications of waves in applications of waves in applications of waves in applications of waves in applications of waves in
nature. nature, giving examples nature. nature. nature.
from the locality.

Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

2 9.0 9.2 By the end of the sub strand, the The teacher trainee to: How do
Waves Electromagnetic teacher trainee should be able to: • use print and/or digital media to search for electromagnetic
Waves a) arrange electromagnetic and discuss in a group the electromagnetic waves affect
waves in the electromagnetic waves in order of their frequency in the human lives?
spectrum, electromagnetic spectrum,
b) explain the propagation and • carry out activities with peers to demonstrate
detection of electromagnetic the production and detection of
waves, electromagnetic waves,
c) describe the properties of • discuss in a group the properties of
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 electromagnetic waves in electromagnetic waves,
nature, • discuss in a group the applications of
d) describe the applications of electromagnetic waves in everyday life,
electromagnetic waves in • discuss the hazards and safety precautions
everyday life, against negative effects of electromagnetic
e) explain safety precautions radiation on living things,
against electromagnetic • discus in a group the safety precaution from
radiations on living things, harmful effect of electromagnetic waves in
f) appreciate the application of real life,
electromagnetic waves in real • discuss with peers in a group the applications
life situations. of electromagnetic waves in real life
situations.

Core Competencies to be developed:

• Digital literacy Skills: as the teacher trainee uses digital media to search for and discuss in a group the electromagnetic waves in order of
their frequency in the electromagnetic spectrum.
• Communication and collaboration: as the teacher trainee discusses with peers in a group and appreciates the application of electromagnetic
waves in real life situations.
• Learning to learn reflective practice: as teacher trainee searches for and discusses in a group the properties of electromagnetic waves.
Values:
• Respect: as the teacher trainee respects each other’s ideas while discussing with peers in a group and appreciates the application of
electromagnetic waves.
• Unity: as the teacher trainee work together in harmony while discussing with peers in a group and appreciates the application of electromagnetic
waves in real life situations.
• Integrity: as the teacher trainee search for only relevant content from the internet as they use digital media to search for information on hazards,
safety precautions and applications of electromagnetic waves in everyday life.

Pertinent and contemporary issues

Life Skills
Effective Communication: as teacher trainee discusses with peers in a group the application of electromagnetic waves in communication as
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 used in real life situations.
Parental Empowerment and Engagement
Capacity building: as the teacher trainee lean the role of electronic communication system to capacity build the parents, as they discuss with
peers in a group the applications of electromagnetic waves in real life situations.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to arrange Arranges all Arranges all Arranges most of the Arranges a few
electromagnetic waves in electromagnetic waves in electromagnetic waves in electromagnetic waves in electromagnetic waves in
the electromagnetic the electromagnetic the electromagnetic the electromagnetic the electromagnetic
spectrum. spectrum, giving spectrum.
spectrum. spectrum.
illustrations.

Ability to describe the Describes the propagation Describes the propagation Describes the propagation Describes propagation and
propagation and detection and detection of all and detection of all and detection of most of detection of a few
of electromagnetic waves electromagnetic waves electromagnetic waves the electromagnetic waves electromagnetic waves
using various devices. using various devices, using various devices. using various devices. using various devices.
giving examples of the
devices.

Ability to describe the Describes the properties of Describes the properties of Describes the properties of Describes the properties of
properties of all electromagnetic waves, all electromagnetic waves. most of the a few electromagnetic
electromagnetic waves. giving illustrations. electromagnetic waves. waves.

Ability to describe the Describes all applications Describes all the Describes most of the Describes a few
applications electromagnetic waves, applications applications applications
electromagnetic waves. giving examples from the electromagnetic waves. electromagnetic waves. electromagnetic waves.
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 locality.

Ability explains safety Explains safety precautions Explains safety precautions Explains most of the safety Explains a few safety
precautions against against electromagnetic against electromagnetic precautions against precautions against
electromagnetic radiations radiations on living things, radiations on living things. electromagnetic radiations electromagnetic radiations
on living things. giving examples. on living things. on living things.

Year Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Question(s)

2 10.0 10.1 By the end of the sub The teacher trainee to: How is
Optics Refraction strand the teacher trainee should be able • carry out experiments to demonstrate refraction of
of Light to: refraction of light, light
a) demonstrate refraction of light in • Perform in experiments with peers to beneficial in
media, determine refractive index of glass (Snell’s day to day
b) determine refractive indices of law, apparent and real depth, critical life?
materials using various methods, angle),
c) demonstrate total internal reflection of • Discuss with peers in a group, the
light, applications of refraction in day to day life
d) describe applications of refraction of • use print and/or digital media to search for
light in nature, the information on determining refractive
e) appreciate applications of refraction of index using velocity of light in media,
light in day to day life. • use print/or digital media to search
information on applications of refraction of
light in day to day life.

Core Competencies to be developed:

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• Critical thinking and problem solving: as the teacher trainee work in a group to perform experiments to determine refractive index of glass.
• Digital literacy Skills: as the teacher trainee uses print and/or digital media to search for the information on determining refractive index
using velocity of light in media.

Values
• Responsibility: as the learner plays roles in performing experiments to determine refractive index of glass.
• Respect: as the learner listens and gives others sufficient time to express themselves when demonstrating refraction of light.
Pertinent and Contemporary Issues (PCIs):
Health Promotion Issues
Visual Disorder: as the teacher trainee learns the concept of eye defect corrections mechanism through optics as they discusses with peers in a
group, the applications of refraction in day to day life.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to demonstrate Demonstrates refraction Demonstrates refraction Demonstrates refraction Demonstrates refraction
refraction of light in media. of light in media, giving of light in media. of light in most of the of light a few media.
illustrations. media.

Ability to determine Correctly and consistently Correctly determines Determines refractive Determines refractive
refractive indices of determines refractive refractive indices of indices of materials using indices of materials using
materials using various indices of materials using materials using various most of the approaches. few approaches.
approaches. more approaches. approaches.

Ability to demonstrate total Demonstrates total Demonstrates total internal Skips some stages With help,
internal reflection of light. internal reflection of reflection of light. while demonstrating demonstrates total
light, giving total internal reflection internal reflection of

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 illustrations. of light. light.

Ability to describe Describes all applications Describes all applications Describes most of the Describes a few
applications of refraction of refraction of light in of refraction of light in applications of refraction applications of refraction
of light in nature. nature, giving examples. nature. of light in nature. of light in nature.

Year Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Question(s)

2 10.0 10.2 By the end of the sub strand, the teacher Teacher trainee to: How is
Optics Dispersion trainee should be able to: • carry out activities to demonstrate dispersion of
of Light a) demonstrate dispersion of white dispersion of white light, white light
• discuss with peers in a group the and filtering
light in nature,
of light
b) demonstrate filtering of light using applications of dispersion and filtering of
important in
filters, light in day to day life,
day to day
c) explain applications of dispersion • use digital media where possible to life?
and filtering of light in day to day demonstrate filtering of white light,
life, • use digital and/or print media to search
d) appreciate the applications of for and discuss the applications of
dispersion and filtering of light in day dispersion of white light and filtering in
to day life. day to day life.

Core Competencies to be developed:

● Communication and collaboration: as the teacher trainee discusses with peers in a group the applications of dispersion and filtering of light in

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 day to day life.
● Self-efficacy: as the teacher trainee demonstrates dispersion of white light by carrying out activities.
● Digital literacy skills: as the teacher trainee uses digital and/or print media to search for and discuss the applications of dispersion of white light
and filtering in day to day life.

Values:
● Respect: as the teacher trainee respects each other’s’ opinion as they discuss with peers in a group the applications of dispersion and filtering of
light in day to day life.
● Unity: as the teacher trainee work in harmony when discussing with peers in a group the applications of dispersion and filtering of light in day to
day life, and carrying out activities to demonstrate dispersion of white light.

Pertinent and Contemporary Issues

Citizenship Education
Social cohesion as the teacher trainee work in harmony while carrying out activities to demonstrate dispersion of white light and discussing with
peers in a group the applications of dispersion and filtering of light in day to day life.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to demonstrate Demonstrates dispersion Demonstrates Skips some processes while With help, demonstrates
dispersion of white of white light in nature, dispersion of white demonstrating dispersion of dispersion of white light
light in nature. giving illustrations. light in nature. white light in nature. in nature.

Ability to demonstrate Demonstrates filtering of Demonstrates filtering Demonstrates filtering of Demonstrates filtering of
filtering of light using light using light filters, of light using light light using most of the light light using a few light
light filters. giving illustrations. filters. filters. filters.

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Ability to explain Explains all applications Explains all Explains most of the Explains a few
applications of of dispersion and filtering applications of applications of dispersion applications of dispersion
dispersion and filtering of light in day to day life, dispersion and and filtering of light in day and filtering of light in
of light in day to day citing examples from the filtering of light in day to day life. day to day life.
life. locality. to day life.

Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

2 10.0 10.3 By the end of the sub strand, the Teacher trainee to: How are lenses
Optics Thin teacher trainee should be able to: • carry out activities to classify thin lenses as important in
Lenses a) distinguish between convex convex and concave, daily lives?
and concave lens as used in • discuss the meaning of terminologies used in the
optics, study of thin lenses,
b) explain the terms used in thin • perform an experiments to locate images formed
by thin lenses,
lenses,
• Carry out activities to determine the focal length
c) determine the focal lengths of of convex and concave lenses,
thin lenses, • use ray diagrams or lens formula to determine the
d) demonstrate image formation image characteristics of convex and concave
by thin lenses, lenses,
e) describe the working of human • use digital and/or print media to search for and
discuss the features of the human eye, its defects
eye and its defects,
and correction measures,
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 f) explain the applications of thin • discuss the special features, the working of the
lenses in day to day life, human eye, its defects and correction measures.
g) appreciate the importance of • use digital and/or print media to search for
information on application of thin lenses
thin lenses in day to day life.
and discuss applications of thin lenses in day to
day life.

Core Competencies to be developed:

• Communication and collaboration: as the teacher discusses with peers in a group to discuss applications of thin lenses.
• Digital literacy: as the teacher trainee uses digital to search for information on application of thin lenses.
• Learning to learn and reflective practice: as the teacher trainee working together in groups using digital devices, search for information on
human eye and its defect with reference to its lens.

Values:
• Integrity: as teacher trainee gives guanine results from the experiments to locate images formed by thin lenses.
• Respect: as teacher trainee listens to others and respect their opinions as they discuss in a group to discuss applications of thin lenses.
Pertinent and Contemporary Issues (PCIs):
• Health Promotion Issues: as the teacher trainee relates working of human eye and thin lenses as they discuss with peers in a group to discuss
applications of thin lenses.
• Self-awareness: as the teacher trainee discusses the common eye defects and their corrective measures.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability distinguish Distinguishes between Distinguishes between Distinguishes between With help, distinguishes
between convex and convex and concave lens, convex and concave lens. convex and concave lens between convex and
concave lens. giving illustrations. but omits some key concave lens.

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 differences.

Ability explain the Explains the meaning of Explains the meaning of Explains the meaning of Explains the meaning of a
meaning of terms used in all the terms used in all terms used in lenses. most of the terms used in few terms used in lenses.
lenses. lenses, giving lenses omitting some.
illustrations.

Ability to determine Determines all focal Determines all focal Determines most of the Determines a few focal
the focal lengths of lengths of lenses, lengths of lenses. focal lengths of lenses. lengths of lenses.
lenses. giving illustration.

Ability to demonstrate Demonstrates image Demonstrates image Demonstrates image With assistance,
image formation by thin formation by thin lenses, formation by thin lenses. formation by either demonstrates image
lenses. giving illustrations. concave or convex lens. formation by thin lenses.

Ability to describe the Describes the working of Describes the working of Describes either the With prompts, describes the
working of human eye and human eye and its defects, human eye and its defects. working of human eye or working of human eye and
its defects. giving relevant its defects. its defects.
illustrations.

Ability to explain the Explains all the Explains all the Explains most of the Explains a few applications
applications of thin applications of thin applications of thin applications of thin of thin lenses.
lenses. lenses, giving examples lenses. lenses.
from the locality.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

2 11.0 11.1 By the end of the sub strand the • The teacher trainee to: With reference
Electricity Electrostatics teacher trainee should be able to: • discuss in a group and generate to charges, how
and a) apply coulombs square law in coulomb's law and use it to calculate the do capacitors
Magnetis numerical calculations, force between charges, affect human
m II b) determine electric potential, • use digital media search for the meaning lives today?
of electric potential, potential difference
potential difference and
and potential gradient as used in
potential gradient between electrostatics,
charges, • discuss in a groups types of capacitors
c) identify types of capacitors types,
used in electronics, • carry out activities to determine factors
d) explain factors affecting the affecting capacitance of a capacitor
capacitance of a capacitor, • combine capacitors in series and in
parallel to obtain their equivalent
e) determine the effective
capacitance,
capacitance for capacitor
• perform an experiment to show charging
networks, and discharging of a capacitor (include the
f) explain the process of charging equations of charging and discharging),
and discharging of a capacitor, • use of digital devices show the charging
g) determine the energy stored in and discharging process in a capacitor,
a capacitor, • use the capacitor energy equation to
determine the energy store by cacitors in a
h) explain the applications of
capacitor network,
capacitors in real life, • discuss in a group the applications of
i) appreciate the applications of capacitors in real life.
electrostatics in day to day life.

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Core Competencies to be developed:
● Communication and collaboration: as the teacher trainee discusses in a group the applications of capacitors in real life.
● Critical thinking and problem solving: as the teacher trainee set up an experiment to show charging and discharging of a capacitor.
● Digital literacy: as the teacher trainee by use of digital devices shows a simulation of the charging and discharging process in a capacitor.
● Self-efficacy: as the teacher trainee sets up and performs an experiment to show charging and discharging of a capacitor.
Values:
● Respect: as teacher trainee gives each other opportunities to express themselves and they respect each other’s opinions as they discuss in a groups
concerning capacitors.
● Responsibility: as teacher trainee plays roles as they set up experiments to show charging and discharging of a capacitor.
Pertinent and Contemporary Issues (PCIs):
● Analytical thinking and creative thinking: as the teacher trainee searches for the meaning of terms used in capacitors.
● Good Governance: as the teacher trainee plays different roles and responsibilities among themselves as they set up and perform an experiment.
involving capacitors.

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Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to apply coulombs Correctly and consistently Correctly applies Applies coulombs square Applies coulombs square
square law in numerical applies coulombs square law coulombs square law in law in most of the law in a few numerical
calculations. in numerical calculations. numerical calculations. numerical calculations. calculations.

Ability to determine Determines electric potential, Determines electric Determines any two among Determines any one among
electric potential, potential potential difference and potential, potential electric potential, potential electric potential, potential
difference and potential potential gradient between difference and potential difference and potential difference and potential
gradient between charges. charges, giving relevant gradient between gradient between charges. gradient between charges.
illustrations or equations. charges.

Ability to identify types of Identifies all types of Identifies all types of Identifies most of the types Identifies a few types of
capacitors used in capacitors used in electronics, capacitors used in of capacitors used in capacitors used in
electronics. giving illustrations. electronics. electronics. electronics.

Ability to explain factors Explains all factors affecting Explains all factors Explains most of the Explains a few factors
affecting the capacitance of the capacitance of a capacitor, affecting the capacitance factors affecting the affecting the capacitance of
a capacitor. giving illustrations. of a capacitor. capacitance of a capacitor. a capacitor.

Ability to determine the Correctly and consistently Correctly determines the Determines the effective Determines the effective
effective capacitance for determines the effective effective capacitance for capacitance for most of the capacitance for a few
capacitor networks. capacitance for capacitor capacitor networks. capacitor networks. capacitor networks.

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 networks.

Ability to explain the Explains the process of Explains the process of Explains the process of With prompt, explains the
process of charging and charging and discharging of charging and either charging or process of charging and
discharging of a capacitor. a capacitor, giving discharging of a discharging of a discharging of a capacitor.
illustrations. capacitor. capacitor.

Ability to determine the Determines the energy stored Determines the energy Determines the energy With assistance, determines
energy stored in a in a capacitor, giving stored in a capacitor. stored in a capacitor, the energy stored in a
capacitor. mathematical expression. omitting some variables. capacitor.

Ability to explain the Explains all the applications Explains all the Explains most of the Explains a few applications
applications of capacitors. of capacitors, giving relevant applications of applications of capacitors of capacitors prescribed by
illustrations. capacitors. prescribed by the assessor. the assessor.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

2 11.0 11.2 By the end of the sub strand the The teacher trainee to:
ELECTRICITY Magnetic teacher trainee should be able to: • carry out activities in a group to How is
AND Effect of a) demonstrate magnetization demonstrate magnetization of a solenoid magnetic effect
MAGNETISM Electric using electrical method, using electrical method, of electric
II Current b) determine the direction of • discuss in a group and draw magnetic field current useful
the current flow in a showing directions of field patterns in day to day
solenoid, formed in different situations, life?
c) determine the factors that • Carry out activities in a group to
affect strength of investigate factors that affect the strength
electromagnets, of electromagnets,
d) describe the motor effect • perform an experiment to show the
on current carrying direction of force on a current carrying
conductor, wire in a magnetic field to verify the.
e) explain the applications of • draw magnetic field patterns in a motor to
magnetic effect of electric illustrate the direction of force
current in day to day life, experienced by a current carrying
f) appreciate the applications conductor,
of magnetic effect of • discuss in a group the applications of
electric current in daily life. magnetic effect of electric current (electric
bell, loudspeakers, earpiece, dc motor,
magnetic Compass, electric fan).

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discusses in a group the applications of magnetic effect of electric current.
• Learning to learn and reflective practice: as the teacher trainee carries out activities in a group to investigate the formation of electromagnets

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 and factors that affect the strength of electromagnets.
• Digital literacy skills: as the teacher trainee uses digital media searches for information about the applications of magnetic effect of electric
current.

Values:
● Responsibility: as the teacher trainee takes care of apparatus and plays roles while carrying out activities in a group to investigate the formation
of electromagnets and factors that affect the strength of electromagnets.
● Unity: as the teacher trainee works with others in harmony while carrying out activities in a group to investigate the formation of
electromagnets and factors that affect the strength of electromagnets.

Pertinent and Contemporary Issues (PCIs):

Citizenship Education
Good Governance: as the teacher trainee embrace teamwork, practice sharing of roles and responsibility when perform experiments in a group.

Page 100 of 134

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to demonstrate Demonstrates Demonstrates Demonstrates With assistance,

magnetization using magnetization using magnetization using magnetization using demonstrates
electrical method. electrical method, giving electrical method. electrical method but omits magnetization using
illustrations. some key stages. electrical method.

Ability to determine the Determines the direction of Correctly determines the Partially determines the With help, determines the
direction of the current the current flow in a direction of the current direction of the current direction of the current
flow in a solenoid. solenoid, giving flow in a solenoid. flow in a solenoid. flow in a solenoid.
illustrations

Ability to determine the Determines all the factors Determines all the factors Determines most of the Determines a few factors
factors that affect strength that affect strength of that affect strength of factors that affect strength that affect strength of
of electromagnet. electromagnet, giving electromagnet. of electromagnet. electromagnet.
relevant illustrations.

Ability to describe the Describes the motor effect Describes the motor effect Describes the motor effect With help, describes the
motor effect on current on current carrying on current carrying on current carrying motor effect on current
carrying conductor. conductor, giving relevant conductor. conductor but omits some carrying conductor.
illustrations. key words.

Ability to explain the Explains all the Explains all the Explains most of the Explains few applications

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applications of magnetic applications of magnetic applications of magnetic applications of magnetic of magnetic effect of
effect of electric current. effect of electric, giving effect of electric current. effect of electric current. electric current.
examples from the locality.

Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question (s)

2 11.0 11.3 By the end of the sub strand the The teacher trainee to: Why is the
Electricity Electromagnetic teacher trainee should be able to: ● perform an experiment in a group to study of
and Induction a) demonstrate electromagnetic demonstrate the generation of induced electromagnetic
Magnetism induction using various methods, electromotive force (e.m.f) using induction
II b) explain the laws of various methods, important?
electromagnetic induction, ● search from print and/or digital media
c) demonstrate the mutual and self- and discuss in a group the laws of
inductions of electromotive electromagnetic induction (Faraday
force, law and Lenz law),
d) solve numerical tasks on ● search from print and/or digital media
magnetic flux linkages, and discuss in a group the concept of
e) demonstrate the working of inductance (Self-inductance, Mutual
transformers as used in day to inductance),
day life, ● work with peers in using the formula
f) solve numerical tasks involving for magnetic flux linkages to solve
transformers in different numerical calculations for a coil of N
situations, turns,
g) describe the working of ● discuss in a group the working of a
generators with reference to transformer,

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 induction, ● work out numerical tasks involving the
h) appreciate the importance of transformers,
mutual induction in day to day ● search for videos, animations to
life. demonstrate the working of generators
A.C and D.C generators.

Core Competencies to be developed:

● Communication and collaboration: as the teacher trainee discusses in a group the working of a transformer.
● Critical thinking and Problem Solving: as the teacher trainee works with peers in using the formula for magnetic flux linkages to solve
numerical tasks.
● Digital literacy Skills: as the teacher trainee uses the digital media to search for videos, animations to demonstrate the working of generators.
Values:
● Integrity: as learners provide guanine results from numerical tasks in mutual induction.
● Responsibility: as the teacher trainee handles with care the apparatus used during the experiments in a group to demonstrate mutual induction.
Pertinent and Contemporary Issues(PCIs):
● Life Skills: as the teacher trainee understands the working principles of transformers within the community as discuss in a group the working
of a transformer.
● Citizenship Education: as the teacher trainee practice sharing f responsibilities and roles in performing an experiment in a group to
demonstrate the generation of induced electromotive force (e.m.f) using various methods.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to demonstrate Demonstrates Demonstrates Demonstrates Demonstrates

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electromagnetic induction electromagnetic induction electromagnetic induction electromagnetic induction electromagnetic induction
using various methods. using various methods, using various methods. using at least two methods. using less than two of the
giving illustrations. method.

Ability to explains the Explains the laws of Explains the laws of Explains at least one of the With prompt, explains the
laws of electromagnetic electromagnetic induction, electromagnetic induction. laws of electromagnetic laws of electromagnetic
induction. giving illustrations. induction. induction.

Ability to demonstrate the Demonstrates the mutual and Demonstrates the mutual Demonstrates either the With help, demonstrates
mutual and self- self-inductions, giving and self-inductions. mutual or self-inductions. the mutual and self-
inductions. relevant illustrations. inductions.

Ability to solve numerical Correctly and consistently Correctly solves Solves most of the Solves a few numerical
problems on magnetic solves numerical problems numerical problems on numerical problems on problems on magnetic flux
flux linkages. on magnetic flux linkages. magnetic flux linkages. magnetic flux linkages. linkages.

Ability to demonstrate the Demonstrates the working of Demonstrates the working Demonstrates the working With help, demonstrates
working of transformers. transformers, giving of transformers. of transformers but omits the working of
illustrations. some sections. transformers.

Ability to solve numerical Correctly and consistently Correctly solves Solves most of the Solves a few numerical
tasks involving solves numerical tasks numerical tasks involving numerical tasks involving tasks involving
transformers. involving transformers. transformers. transformers. transformers.

Ability to describe the Describes the working of Describes the working of Describes the working of With prompt, describes the
working of generators generators with reference to generators with reference generators with reference working of generators
with reference to induction, giving to induction. to induction, but omits with reference to
induction. illustrations. some sections. induction.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

2 12.0 Electronics 12.1 By the end of the sub strand the The teacher trainee to: How have
II Transistors teacher trainee should be able to: • work in groups and search for the transistors
a) differentiate between n-p-n differences between n-p-n and p-n-p affected the
and p-n-p transistor, transistors from print and digital media, development
b) explain the working of an • carry out an experiment to demonstrate the of electronic
working of an n-p-n transistor, devices?
n-p-n transistor in common
emitter mode, • carry out experiment in a groups to
demonstrate the characteristics of an n-p-n
c) describe the characteristics
transistor in common emitter mode,
of an n-p-n transistor in
common emitter mode, • carry out an experiment to demonstrate the
working of an n-p-n transistor as a switch,
d) explain the applications amplifier and oscillator,
of transistors in day to • discuss with peers in a group the
day life, applications of transistors in day to day life
e) appreciate the use of • use digital media to search for the
transistors in electronic information on applications of transistors in
devices. day to day life,
• work in a group to design a simple radio
receiver from locally available materials.

Core Competencies to be developed:

• Digital literacy: as the teacher trainee uses digital media to search for the information on applications of transistors in day to day life.
• Creativity and innovation: as the teacher trainee designs a simple radio receiver from locally available materials p-n transistor.
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Values:
• Patriotism: as the teacher trainee embraces the use of locally available materials to design a radio receiver.
• Integrity: as teacher trainee gives honest results from experiments on transistors.
Pertinent and Contemporary Issues (PCIs):
Learner Support Programmes
• Career Exploration: as the teacher trainee gets opportunity to explore career in electronics when designing a simple radio receiver from locally
available materials.
• Peer education and mentorship: as the teacher trainee learn from each other as they work in a group design simple radio receiver.
• Socio-Economic and Environmental Issues
• Environmental conservation: as the teacher trainee practices recycling and reusing of the locally available materials when designing simple
radio receivers.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to differentiate Differentiates between n-p- Differentiates between n-p- Differentiates between n-p- With prompt, differentiates
between n-p-n and p-n-p n and p-n-p transistor, n and p-n-p transistor. n and p-n-p transistor but between n-p-n and p-n-p
transistor. giving illustrations. omits some key transistor.
differences.

Ability to explain the Explains the working of an Explains the working of an Explain the working of an With help, explains the
working of an n-p-n n-p-n transistor in common n-p-n transistor in common n-p-n transistor in common working of an n-p-n
transistor in common emitter mode, giving emitter mode. emitter mode but omits transistor in common
emitter mode. illustrations. some key points. emitter mode.

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Ability to describe the Describes all the Describes all the Describes most of the Describes a few
characteristics of an n-p-n characteristics of an n-p-n characteristics of an n-p-n characteristics of an n-p-n characteristics of an n-p-n
transistor in common transistor in common transistor in common transistor in common transistor in common
emitter mode. emitter mode, giving emitter mode. emitter mode. emitter mode.
illustrations.

Ability to explain the Explains all the Explains all the Explains most of the Explains a few applications
applications of applications of transistors, applications of transistors. applications of transistors. of transistors.
transistors. giving illustrations.

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Year Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Questions(s)

2 13.0 13.1 By the end of the sub strand, the The teacher trainee to: How is the
teacher trainee should be able knowledge
Modern X Rays to: • search from print and and/or digital media and of X-rays
Physics II discuss in a group the concept of thermionic important in
a) explain the concept of emission, day-to-day
thermionic emission as used • search from print and/or digital media and discuss life?
in modern Physics, with peers the operation of a X-rays tube in the
b) describe the operation of an production of X-rays,
X-rays tube in the production • invites a resource person to expound on the operation
of X-rays, and characteristics of X-rays tube in the production
c) distinguish between soft-X of X-rays and ray radiations on living things,
rays and hard-X rays as used • search from print and and/or digital media and
in modern Physics, discuss in a group the soft X rays and hard X rays
d) describe the applications of (distinguish between soft X rays and hard X rays)
X rays in everyday life, • search in print and/or digital m and discuss with
e) identify the hazards of X peers the applications of X ray in everyday life
rays to living things, (medicine, agriculture, industry),
f) describe the safety • search for information from digital media (videos
precaution from harmful and animations) and print media and discuss with
effects of X ray waves in peers the hazards of X ray radiations on living things,
nature, • discus with peers the safety precaution from harmful
g) appreciate the applications effect of X rays in nature.
X rays effect in day to day
life.

Core Competencies to be developed

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• Communication and collaboration: as the teacher trainee discusses with peers in a group the applications of X-rays in day to day life.
• Digital literacy Skills: as the teacher trainee uses digital devices to search from the internet and other relevant materials on the application,
hazards and safety of X rays in day-to-day life.
• Learning to learn and reflective practice: as the teacher trainee discuss with peers in a group the energy transformations associated with x-
ray.

Values:

• Respect: as the teacher trainee shows respect to others’ opinion during discussions with peers the safety precaution from harmful effect of X
rays in nature.
• Unity: as the teacher trainee works with peers in harmony while searching from print and and/or digital media and discuss in a group the
soft X rays and hard X rays.

Pertinent Contemporary Issues (PCIs):

Socio-Economic and Environmental Issues
• Safety and Security: as the teacher trainee learn about safety precautions to take when dealing with X-rays while they are discussing with
peers the hazards of X ray radiations on living things.

Learner Support Programmes

• Carrier Exploration: as the teacher trainee explore career of radiologists as they search from print and/or digital media and discuss with
peers the operation of a X-rays tube in the production of X-rays.
• Health guidance: as the teacher trainee gains guidance on health matters associated with X-rays as the resource persons to expounds on the
production of X-rays and hazards associated to X- ray radiations on living things.
• Citizenship Education
• Human Rights: as the teacher trainee learn the need to minimize frequent exposure to X-rays as they listen to the resource persons on
characteristics of X-rays, its production and hazards of radiations on living things.

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Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to explain Explains thermionic Explains thermionic Explains thermionic With prompt, explains
thermionic emission as emission as used in modern emission as used in emission as used in thermionic emission as
used in modern Physics. Physics, giving illustrations. modern Physics. modern Physics but omits used in modern Physics.
some key words.

Ability to describe the Describes the operation of Describes the operation Describes the operation of With prompt, describes the
operation of an X-rays tube an X-rays tube in the of an X-rays tube in the an X-rays tube in the operation of an X-rays tube
in the production of X- production of X-rays, giving production of X-rays. production of X-rays but in the production of X-
rays. illustrations. omits some parts of the rays.
tube.

Ability to distinguish Distinguishes between soft- Correctly distinguishes Omits some key With hint, distinguishes
between soft-X rays and X rays and hard-X rays as between soft-X rays and differences when between soft-X rays and
hard-X rays as used in used in modern Physics, hard-X rays as used in distinguishing between hard-X rays as used in
modern Physics. giving relevant illustrations. modern Physics. soft-X rays and hard-X modern Physics
rays as used in modern Demonstrate.
Physics.

Ability to describe the Describes the applications of Describes the Describes most of the Describes less than half of
applications of X rays in X rays in everyday life, applications of X rays in applications of X rays in the applications of X rays
everyday life. giving illustrations. everyday life. everyday life in everyday life.

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Ability to identify the Identifies all hazards of X Identifies all hazards of X Identifies most of the Identifies a few hazards of
hazards of X rays to living rays to living things, giving rays to living things. hazards of X rays to living X rays to living things.
things. examples. things.

Ability to describe the Describes all the safety Describes all safety Describes most of the Describes a few safety
safety precautions from precautions from harmful precautions from harmful safety precautions from precautions from harmful
harmful effects of X ray effects of X ray waves in effects of X ray waves in harmful effects of X ray effects of X ray waves in
waves in nature. nature, giving examples. nature. waves in nature nature.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

2 13.0 13.2 By the end of the sub strand, the The teacher trainee to: 1. How are
teacher trainee should be able to: cathode
Modern Charges in use digital and/or print media to search for and play rays
Physics II Fields a) describe the motion of the animations or videos on the movement of a produced
charged particles in an charged particle in in an electric field, magnetic field in a
electric field, magnetic field and crossed field, cathode
and crossed field, search for information from the print or digital media ray tube?
b) describe the production and and discuss in a group the production and properties 2. How is
properties of cathode rays in of cathode rays from various sources, the
modern physics, search for information in print or digital media, watch concept
c) illustrate the working of videos and animations and discuss with peers the of
cathode ray tube in modern working of a cathode rays tube, cathode
Physics, discuss with peers in a group the applications cathode rays
d) describe the applications rays tube in real life, important
cathode rays tube in real life, search for information from the print or digital media in day-to-
e) appreciate the applications and discuss in a group the application of cathode rays day life?
cathode ray tube in day to day in day to day life (not limited to cathode ray
life. oscilloscopes (C.R.O), T.V, radar target).

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discusses with peers in a group the applications cathode rays tube in real life.
• Learning to learn reflective practice: as the teacher trainee searches for information in print or digital media, watch videos and animations
on the working of a cathode rays tube.
• Digital literacy Skills: as the teacher trainees uses searches for information from the print or digital media and discuss in a group the
application of cathode rays in day to day life.

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Values:

• Respect: as the teacher trainee shows respect to others’ opinion during discussions with peers in a group on the applications cathode rays tube
in real life.
• Unity: as the teacher trainee works with peers in harmony as they discuss the production and properties of cathode rays from various.
• Responsibility: as the teacher trainee plays different roles while searching for information from the print or digital media and discuss in a
group the production and properties of cathode rays from various sources.

Pertinent and Contemporary Issues (PCIs):

Citizenship Education
Social Cohesion: as the teacher trainee work in harmony as they discuss with peers in a group the applications cathode rays tube in real life.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to describe the Describes the motion of Describes the motion of Describes the motion of Describes the motion of
motion of charged particles charged particles in an charged particles in an charged particles in at least charged particles in less
in an electric field, electric field, magnetic electric field, magnetic two out of electric field, than two out of electric
magnetic field and crossed field and crossed field, field and crossed field. magnetic field and crossed field, magnetic field and
field. giving illustrations. field. crossed field.

Ability to describe the Describes the production Describes the production Describes either the With prompt, describes the
production and properties and properties of cathode and properties of cathode production or properties of production and properties
of cathode rays in modern rays in modern physics, rays in modern physics. cathode rays in modern of cathode rays in modern

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physics. giving relevant physics. physics.
illustrations.

Ability to illustrate the Illustrates the working of Illustrates the working of Omits some parts of the With help, illustrates the
working of cathode ray cathode ray tube in modern cathode ray tube in modern tube while illustrating the working of cathode ray
tube in modern Physics. Physics, giving examples Physics. working of cathode ray tube in modern Physics.
various parts. tube in modern Physics.

Ability to describe the Describes all applications Describes all the Describes most of the Describes a few
applications cathode rays cathode rays tube in nature, applications cathode rays applications cathode rays applications cathode rays
tube in nature. giving examples in the tube in nature. tube in nature. tube in nature.
locality.

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Year Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)

2 13.0 13.3 By the end of the sub strand, the How is the
Modern Radioactivity teacher trainee should be able to: The teacher trainee to: knowledge of
Physics a) explain the meaning of terms radioactivity
II used in radioactivity, • search in print and digital media and discuss important in day-to-
b) describe the types and with peers the meaning of terms used in day life?
properties of radiations as used radioactivity and stability of nucleus (atomic
in modern Physics, structure, particles and isotopes, stable and
c) describe the detection and unstable nuclides, nuclear stability,
identification of radioactive radioactivity),
emissions using various • search in print and digital media and discuss in
radiation detectors, a group the types and properties of radiations
d) formulate the half-life of (Alpha decay, Beta decay, Gamma rays),
radioactive substances from • work with peers demonstrate the detection and
equation of radioactive decay, identification of radioactive emissions in
e) describe binding energy of the nature using various radiation detectors
nucleus used in nuclear (Geiger Muller counter, scintillation detectors,
reactions, Solid state detectors) where applicable,
f) describe the types of nuclear • search in print and digital media and discuss
reactions as used in modern with peers the formulation of the half-life
Physics, ( T1 = ln 2 ) from the equation of radioactive
g) explain nuclear fallout 2 

following a nuclear blast, decay ( dN = −N ),

h) describe the safety precautions • Use data sourced from print or digital media,
from harmful effects of nuclear determine the half-life of common radioactive
radiation in nature, elements using calculations and graphical
i) identify the applications method,
nuclear reactions in day-to-day • search in print and digital media and discuss
life, with peers the use Einstein’s relation, E =

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 j) appreciate the applications of mc2, to evaluate nuclear binding energies,
nuclear reactions in real life. • search in print and digital media and discuss in
a group types of nuclear reactions (Nuclear
fission and fusion),
• search for information in print or digital media
(watch videos and animations) and explain in a
group the nuclear fallout following a nuclear
blast, safety precaution from harmful effects
and application of nuclear reactions.

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discusses with peers the types of radiations the types of radiations, their properties and
applications in real life.
• Critical thinking and problem solving: as the teacher trainee uses data sourced from print or digital media, determine the half-life of common
radioactive elements using calculations and graphical method.
• Learning to learn reflective practice: as the teacher trainee discuss in a group the types and properties of radiations.
• Digital literacy: as the teacher trainee use digital devices to search for, watch video and observe in digital media the hazards of nuclear reaction on
living things.

Values:
• Integrity: as the teacher trainee practice honesty in presenting guanine results from the search in print and digital media and discussion about
types and properties of radiations.
• Respect: as the teacher trainee shows respect to others’ opinion during discussions with peers on the meaning of terms used in radioactivity and
stability of nucleus.

Pertinent and Contemporary Issues (PCIs):

Learner Support Programmes
Carrier Exploration: as the teacher trainee explore career of physicians as they search from print and/or digital media and discuss with peers the
applications of radioactivity.
Citizenship Education
Good governance: as the teacher trainee practices sharing of roles and responsibilities as they search in print and digital media and discuss in a group

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types of nuclear reactions.
Life skills
Analytical and creative thinking: as the teacher trainee search in print and digital media and discuss with peers the use Einstein’s relation, E = mc2,
to evaluate nuclear binding energies.

Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to explain the Explains the meaning of all Explains the meaning of all Explains the meaning of Explains the meaning of a
meaning of terminologies terminologies used in terminologies used in most terminologies used in few terminologies used in
used in radioactivity. radioactivity giving radioactivity. radioactivity. radioactivity.
illustrations.

Ability to describe the Describes all types and Describes all the types and Describes most types and Describes a few types and
types and properties of properties of radiations as properties of radiations as properties of radiations as properties of radiations as
radiations as used in used in radioactivity, used in radioactivity. used in radioactivity. used in radioactivity.
radioactivity. giving relevant
illustrations.

Ability to describe the Describes the detection and Describes the detection and Describes either the With prompt, describes the
detection and identification identification of identification of detection or identification detection and identification of
of radioactive emissions radioactive emissions radioactive emissions of radioactive emissions radioactive emissions using
using various radiation using various radiation using various radiation using various radiation various radiation detectors.
detectors. detectors, giving detectors. detectors.
illustrations.

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Ability to formulate the Formulates the half-life Formulates the half-life Formulates the half-life Formulates the half-life of a
half-life of radioactive of radioactive substances of radioactive substances of most of the radioactive few radioactive substances
substances from equation from equation of from equation of substances from equation from equation of radioactive
of radioactive decay. radioactive decay, giving radioactive decay. of radioactive decay. decay.
illustrations.

Ability to describe Describes the binding Describes Omits some key points With hint, describes
the binding energy of the energy of the nucleus as the binding energy of the while describing the binding energy of the
nucleus as used in nuclear used in nuclear reactions, nucleus as used in nuclear the binding energy of the nucleus as used in nuclear
reactions. giving illustrations. reactions. nucleus as used in nuclear reactions.
reactions.

Ability to describe the Describes all the types of Describes all the types of Describes most of the Describes a few types of
types of nuclear reactions nuclear reactions as used in nuclear reactions as used in types of nuclear reactions nuclear reactions as used in
as used in modern Physics modern Physics, giving modern Physics. as used in modern Physics. modern Physics.
illustrations.

Ability to explain nuclear Explains nuclear fallout Explains nuclear fallout Omits some key words With hint, explains nuclear
fallout following a nuclear following a nuclear blast, following a nuclear blast. while explaining nuclear fallout following a nuclear
blast. giving relevant fallout following a nuclear blast.
illustrations. blast.

Ability to describe the Describes all the safety Describes all the safety Describes most of the Describes a few safety
safety precautions from precautions from harmful precautions from harmful safety precautions from precautions from harmful
harmful effects of nuclear effects of nuclear radiation effects of nuclear radiation harmful effects of nuclear effects of nuclear radiation in
radiation in nature. in nature, giving examples. in nature. radiation in nature. nature.

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Ability to identify the Identifies all the Identifies all the Identifies most of the Identifies a few applications
applications nuclear applications nuclear applications nuclear applications nuclear nuclear reactions in day-to-
reactions in day-to-day reactions in day-to-day reactions in day-to-day reactions in day-to-day day life.
life. life, giving examples. life. life.

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Year Strand Sub Strand Specific Learning Suggested Learning Experience Key Inquiry
Outcome Question(s)

2 14.0 14.1 By the end of the sub the teacher trainee to: 1. How are
Environmental strand, the teacher • use print and/or digital media to find the the
Physics and Atmospheric trainee should be able to: meaning of basic concept of remote sensing as various
Astrophysics II Remote a) explain the concept of applied in astrophysics (detecting, monitoring, remote
Sensing remote sensing as relaying and interpreting the information sensing
applied in atmospheric remotely) and the types of remote sensing systems
remote sensing, systems (visual remote sensing system such as applied in
b) describe types of human visual system, optical remote sensing, remote
remote sensing systems infrared remote sensing, microwave remote sensing?
as applied in sensing, radar remote sensing, satellite remote 2. How is
astrophysics, sensing, airborne remote sensing, acoustic and remote
c) explain the applications near-acoustic remote sensing), sensing
of remote sensing in day • discuss with peers in a group the meaning of data
to day life, the basic concept of remote sensing, applied in
d) appreciate the • discuss in a group the types of remote sensing day to
application of remote systems applied in atmospheric remote sensing, day life?
sensing data in day to • discuss with peers in a group the applications
day life. of remote sensing data in day to day life.

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discusses with peers in a group the meaning of the basic concept of remote sensing.
• Digital literacy skills: as the teacher trainee uses print and/or digital media to find the meaning of basic concept of remote sensing as applied in
astrophysics and the types of remote sensing systems.

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Values:
Respect: as the teacher trainee respect each other’s opinion while discussing with peers in a group the applications of remote sensing in day to day
life.
Peace: as the teacher trainee works together in harmony when discussing with peers in a group the applications of remote sensing data in day to day
life.

Pertinent and Contemporary Issues (PCIs):

Socio-Economic and Environmental Issues
Environmental Education: as the teacher trainee discuss with peers in a group use of technology in managing the environment as some of its
applications in day to day life such as estimation of forest cover, detecting use and land cover, controlling forest fires and analyzing conditions of
rural roads among others.
Learner Support Programmes
Career exploration: as the teacher trainee learn the concept of remote sensing, its operations and applications and explore related careers such
geographers, cartographers, physical scientists, computer scientists, GIS analysts and other remote sensing scientists.

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Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to explain the Explains the concept of Explains the concept of Omits some key points when With prompt,
concept of remote remote sensing as remote sensing as applied in explaining the concept of explains the concept
sensing as applied in applied in atmospheric atmospheric remote sensing. remote sensing as applied in of remote sensing as
remote sensing, giving atmospheric remote sensing. applied in
atmospheric remote
relevant illustrations. atmospheric remote
sensing. sensing.

Ability to describe Describes types of Describes types of remote Omits some key words when With a hint,
types of remote sensing remote sensing systems sensing systems as applied describing types of remote Describes types of
systems as applied in as applied in in astrophysics. sensing systems as applied in remote sensing
astrophysics. astrophysics, giving astrophysics. systems as applied in
relevant illustrations. astrophysics.

Ability to explain the Explains all the Explains all the applications Explains most of the applications Explains a few
application of remote applications of remote of remote sensing in day to of remote sensing in day to day applications of remotes
sensing in day to day sensing in day to day life. day life. life. sensing in day to day
life.
life.

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Year Strand Sub Strand Specific Learning Suggested Learning Experience (S) Key Inquiry
Outcome Question(s)

2 14.0 Environmental 14.2 By the end of the sub The teacher trainee to: How is space
Physics and Space strand, the teacher trainee • carry out activities in a group to exploration
Astrophysics II Exploration should be able to: demonstrate the ‘Big Bang Theory’ useful to human
a) explain the origin of (Skittle rainbows, Balloon Experiment,
beings today?
the universe using Storm in a Jar),
the ‘big bang • use print and/or digital media to search
theory”, for information on the origin of the
b) describe the types of universe (Big Bang Theory), types of
bodies found in the bodies found in the universe and tools
universe, used to study the universe,
c) describe the tools • discuss with peers the origin of the
that are used to universe,
study the universe • discuss in a group the types of bodies
as applied in found in the universe,
astrophysics, • discuss in a group the tools used to study
d) explain the the universe (Earth-Based, Airborne and
application of space Orbital Observations, Probes and Fly-by
exploration data in Spacecraft),
day to day life, • use print and/or digital media to search
e) appreciate the for information on application of space
application of space exploration in day to day life.
exploration in day
to day life.

Core Competencies to be developed:

• Communication and collaboration: as the teacher trainee discusses in a group the types of bodies found in the universe.
• Learning to learn reflective practice: as the teacher trainee discusses with peers the origin of the universe.
• Digital literacy skills: as the teacher trainee uses digital media to search for information on the origin of the universe, types of bodies found
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 in the universe and tools used to study the universe.
• Self-Efficacy: as the teacher trainee carry out activities in a group to demonstrate the ‘Big Bang Theory’.

Values:
• Responsibility: as the teacher trainee carefully handles materials and play different roles when working together in a group to carry out
activities to demonstrate the big bang theory.
• Unity: as the teacher trainee works in harmony with others in a group to carry out activities in a group to demonstrate the ‘Big Bang Theory’.
Pertinent and Contemporary Issues (PCIs):
Citizenship Education
Patriotism: as the teacher trainee explore the origin of the universe when using print and/or digital media to search for information on the
origin of the universe (Big Bang Theory), types of bodies found in the universe and tools used to study the universe.

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Suggested Formative Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations

Indicator

Ability to explain the Explains the origin of the Correctly explains the Omits some key points With a hint, explains
origin of the universe universe using the ‘big bang origin of the universe while explaining the origin the origin of the
using the ‘Big Bang theory” by including using the ‘big bang of the universe using the universe using the
illustrations. theory”. ‘big bang theory”. ‘big bang theory”.
Theory”.

Ability to describe the Describes all the types of Describes the all types of Describes most of the types Describe a few types
types of bodies found in bodies found in the bodies found in the of bodies found in the of bodies found in
the universe. universe, giving examples. universe. universe. the universe.

Ability to describe tools Describes tools that are used Describes the tools that Describes most of the tools Describes a few tools
that are used to study the to study the universe as are used to study the that are used to study the that are used to study
universe as applied in applied in astrophysics, universe as applied in universe as applied in the universe as
giving examples. astrophysics. astrophysics. applied in
astrophysics in
astrophysics.
astrophysics.

Ability to explain the Explains all applications of Explains all the Explains most of the Explains a few
applications of space space exploration in day to applications of space applications of space applications of space
exploration in day to day day life. exploration in day to day exploration in day to day exploration in day to
life. life. life. day life.

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